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ICAL SES 


BY; 45493 °\sM3 (1926 

McKibben, Frank Melbourne, 
1889- 

Intermediate method in the 
church school 











/ 
if 


The Abingdon Religious Education Tex a ae 

Davis G. Bowney, General Editor OUGICAL SEO 

COMMUNITY TRAINING SCHOOL SERIES NORMAN E. RICHARDSON, Editor 
INTERMEDIATE 
METHOD IN THE 


CHURCH SCHOOL 






BY 
FRANK M. ‘McKIBBEN 





THE ABINGDON PRESS 


NEW YORK CINCINNATI 


Copyright, 1926, by 
FRANK M. McKIBBEN 


All rights reserved, including that of translation into foreign languages, 
including the Scandinavian 


Printed in the United States of America 


First Edition Printed July, 1926 
Reprinted December, 1926 


DEDICATED 
TO THE MEMORY OF 
MY MOTHER 


(or 
rh] 
‘ 


vie APL A 
if ot ahr, 


" 





CONTENTS 


‘ PAGE 
ROCLOCIS) ITETOCECHON itt ak Une nk Muna aes ese ere stone 15 
PART I. THE EARLY ADOLESCENT 

CHAPTER 
I. THE CHALLENGE OF YOUTH TO THE CHURCH......... 19 
ERE CHAUEN EE OF MOUS RUM aL Ws ete a teva 21 


Inherent worth of youth—Conditions surrounding 
youth—Challenge to put first things first. 


The Responsibusty of the Church 0. 005 5 oe ee ot 24 
Society holds the church responsible—Leadership 
and programs need to be provided—The church 
an interpreter of religion—Positive moral training 
needed—Ideals of living necessary—Wholesome in- 
terpretation of life. 

The Challenge of Early Adolescence. .........2.0005 29 
The Junior High School movement—Intermediate 
church-school program needed. 

eerie tee CROMCN SE i io epics «b)e's wi shen sine ss tee g ohn als 32 
Ministry to the whole of life—A church-cen- 
tered program—Careful study and experimentation 


needed. 
EE APLIEP: SIMA VCR O RL Sue ental Wat, WN a tine 35 
ORS TAT TREMP OCOD Pl yah chasse 2 sal alii: S Staeuler &decs 36 
TIP ePHYSICAL, AND MENTAL, GROWTH 2.0 0056 lon oes Oo urges 37 
The Nature and Meaning of Adolescence............ 37 
Divisions of adolescence. 
PUSILOL, LODO OUNPE LON Ui Neils ca ol etal ide aunt moet 40 


Nature of physical growth—Underlying cause of 
growth—Growth in muscular and skeletal systems 
—Growth of the respiratory, digestive, and circula- 
tory systems—Physical interests and needs—Physi- 
cal limitations. 


5 


6 CONTENTS 


CHAPTER PAGE 
Mental Developments eet SAN ede cate ne 47 
Contribution of childhood—Mental development 
rapid and complex—Acute self-awareness—New 
channels of impression—Increased mental alertness 
— Imagination greatly stimulated—Developing power 
of reason—Mental limitations and needs. 


FOr fUti her: SIUDY OORT EE CORE a aaa) oe 56 
EOP fULi Rey: TEGdIRE ON RO ge ahs ota rete 56 
III. SoctraL AND RELIGIOUS DEVELOPMENT............. 57 
octal Development s/s fc nen Wi caliente tea tie eee 57 


The “great social divide’’-—Manifestations of self- 
consciousness—lInfluence of sex-development—The 
gang and the group—Cooperation in work and play 
—Incomplete and defective social experiences—The 
social ideal of the kingdom of God. 


Reliprous! Develapment cl ea coos ciiien crea mae 63 
Preadolescent religion—Early adolescent religion— 
The new self and religion—New moral sensitiveness 
—Search for sources of moral control—The out- 
reach toward God—Establishment of a personal 
ideal—Efforts to realize ideals in every-day living. 


Aspects of Religious Development.............0005- 72 
How can religious development be measured?— 
Aspects of-religious development—1. Supreme loy- 
alty to God as Father and as sanctioner of the 
moral order—2. Recognition of self as a disciple 
of Christ—3. Social fellowship with the disciples 
of Christ— 4. Intelligent use of the accredited means 
of worship—s. Personal beliefs that are consistent 
with the best theological thinking of the church— 
6. Intelligent use of the Bible and other devotional 
literature—7. Conformity to ethical ideals in daily 
living—8. Support of the social service and mission- 
ary programs of organized Christianity. 


For further: tudyc chars sa.) ee een 78 
For further (20082 .!; 6, Oc. a vn ete pits a eleanor 


CONTENTS 


CHAPTER PAGE 


PART II. MATERIALS AND METHODS 


IV. Tue Arm or RELIGIOUS EDUCATION FOR EARLY ADOLES- 


Nature and Function of Educational Aims.......... 
How are aims determined?—Of what use are aims? 


Objectives of Junior High-School Education......... 


Objectives of secondary education—Development 
of the Junior High School—Current emphasis on 
character education. 


General Aim of the Intermediate Church School...... 


“The fourfold life’’—Objectives of the International 
Council—Abundant life in Christ the great ob- 
jective. 
Particularized Objectives of the Intermediate Church 
RSCHOQE OEM HEME Ny Ate CeCe WMU as NT Ra UA Oe Ura oh 


Detailed aspects of religious development—Abun- 
dant life in Christ expressed in twelve ways:— 
Physical health and vitality—Mental health and 
alertness—Proper unspecialized social contacts— 
Right economic and business relationships—Voca- 
tional specialization and efficiency—Suitable avo- 
cational occupations—Right family relationships— 
Proper larger social and civic responsibilities and 
relationships—World friendship—Efficient church 
membership—Stewardship of money, time, personal 
influence and talents—Wholesome, personal devo- 
tional life. 


OR LUSTRE SERALY, OLN CN cist stare lahat ais o8inis inane faa Rist 

BOP TUPIBEL TROUSHE TIPE a tek cae k enaa ed ass wee foie 

V. THe CurRICULUM OF RELIGIOUS EDUCATION FOR IN- 

BERUEDIATHS aire ite sete ce ati Riaiis: 4 ahaa tn Seam wid yo 
Reasons for fresh study of the curriculum. 

Relation of Curriculum to Experience........++.44.. 


The curriculum should be experience-centered— 
“Education is life’—Education seeks to control 
and enrich experience. 


83 
84 


87 


gI 


93 


IIt 
II! 


IIi2 


114 


CHAPTER 


CONTENTS 


The Nature aud Scope of the Curriculum........... 118 
What is the curriculum?—The curriculum may em- 
brace the entire life of the school—The relation of 
the curriculum to programs:—(1) The program of 
classroom instruction; (2) the program of worship; ~ 
(3) the program of leisure time activities; (4) the 
program of training in service; (5) the program of 
organization. 

The Program of Classroom Instruction ...........4. 123 
The need of an enlarged program of instruction— 
Week-day religious instruction—What kinds of 
knowledge are needed? 


Corer ses OP Stady iia ety US ae AR aioe eam i eka eel a 127 
The International Uniform Lessons—The Inter- 
national Group Graded Lessons—The International 
Graded Series—Other courses of study—Tendencies 
in curriculum making. 

For feeptiver SEMA yi yi et idl ae Gee Orca) Ale wera 132 

Forsfurther: reading ova Oe ie tates Llp e an 133 


VI. METHODS oF TEACHING INTERMEDIATES............. 134 


The nature of method—Types of teaching suitable 
to Intermediates. 


The Project Mathed oes seb ally sade aoa 136 


Nature of the project method—Suitability of the 
project method—Types of projects—Procedure in 
developing projects. 


The Problem-Discussion Method.............0.000: 141 
Nature of the problem-discussion method—Steps in 
the use of this method—Important aspects of the 
problem-discussion method. 

The sory Method i. ee CS vac ce oa tn 145 
The nature of a story—Principles of story-telling — 
Story interests of adolescents—Sources of suitable 
stories. 

The Topical or Research Method.............00.005. 150 
Types of lessons suited to this method—How to 
use this method. 


CONTENTS , 


CHAPTER PAGE 
Other Methods That Have Limited Use............. 153 


The lecture method—Dramatization—Catechetical 
teaching—Prerequisites to effective teaching. 


OPTUS ESET STUN Sat ihe alata, Save pw a RAG tera leh he Re ee 156 
ROP USTED TARAS etn. ke ie abun a hemi Uly 156 
VII. RELicious DEVELOPMENT THROUGH WORSHIP........ 157 
Nature and Aim of Worshtd 00.66 eee cee cues 157 


The nature of worship—Function of worship in the 
Intermediate church school. 


Intermediates’ Need of Training in Worship......... 160 
Need of a quieting, steadying experience—Need of 
a vivid realization of God—Need to develop the 
affective side of nature. 

Conditions Favoring Training in Worship........... 162 X 
Habits and attitudes becoming personal and perma- 
nent—Unusual sensitiveness to spiritual influences 
—Responsiveness to appeal of symbolism and ritual 
—Change from child world to adult world. 


DA SEP TOL SOP MC OCSTED 8 si pues Sa eais x whee a Re 164 


Music—Hymns—Prayer—Meditation—Scripture— 
The offering—Instruction and discussion—Ma- 
terials selected with reference to a theme. 

The Program of Worship for Intermediates.......... 170 
Unity in planning the entire worship program— 
Class devotions—The Intermediate Department 
worship service—Intermediates worshiping with 
other groups—Devotional meetings—Intermediates 
and the regular church service—A church policy 
and program needed. 

Principles in Planning and Conducting Worship..... 179 
Suitable physical conditions necessary—Oppor- 
tunity for pupil leadership—Provision for group 
participation—Unity and balance in the service— 

All materials should be graded. 
Poy further study. oe ac ccc kee tale ene seccwes 182 
For further reaqing ii ovae oe cs eile e Decco eeene 182 


IO CONTENTS 


CHAPTER PAGE 


VIII. CHARACTER DEVELOPMENT THROUGH LEISURE-TIME 
ACPYVITIES SI errs ta iy, ahah Seo eA a a Co 
The church’s new interest in play—Objectives of 

the recreational program. 


Recreational Interests and Needs of Early Adolescents. . 
Physical activity—Cooperation and competition— 
Acquisition of skills—Interest in reading—Voca- 
tional and avocational interests—Interest in nature 
—Desire for fun—Other interests. 


Types of Activities and Programs... .......ccceccees 
Games—Sports and athletics—Hikes, picnics and 
travel—Camping—Nature study—Home and hand 
crafts—Reading—Dramatics and entertainments— 
Fine arts—Specialized programs. 


Church Supervision of Recreation... .......ececeee 
Placing responsibility—-The committee on educa- 
tion—The department program—Natural social 
groupings—The class program—cCorrelation with 
specialized programs—A church-centered program 
the goal. 


Por further: SIUGY 3 Pee tony Corey Hil. Cee ena eee 
Hor farther Teagin gi UN ot e's cin eat ie wente ¢ 


IX. TRAINING INTERMEDIATES IN SERVICE...........---- 
Service the essence of religion—The general aim of 

training in service. 
Particular Objectives in Training in Service.......... 
An understanding of the service purpose and nature 
of the kingdom of God—Interest in other people— 
Ability to make definite contributions to social 

needs of the world. 


The Program of Service Activittes......c.cccccccees 
Personal service—Church activities—A local church 
project—Service within the community—A com- 
munity service project—World-wide service activ- 
ities—Special training in financial stewardship. 

Organization and Supervision of Service Activities..... 
Service activities an integral part of comprehensive 
program—<Activities graded according to pupil in- 


186 


191 


199 


204 
205 
207 


210 


213 


224 


CONTENTS II 


CHAPTER PAGE 
terests, needs, and capacities—Development of 
those taking part, a major concern—The prin- 
ciple of self-determination—Avoid undertaking too 
many projects. 


FOF FUPTREL SUA Tes eh ace bs aliases Uibie) eee ateaheta'ei ae & 228 
FOC TULINED. FEOUSTER OS ee hg ter anes gids gata yo 228 
X. EVANGELISM IN THE INTERMEDIATE DEPARTMEDT..... 230 


The place of evangelism in religious education— 
The nature of educational evangelism. 


The Aim of Evangelism for Early Adolescents........ 233 
The objectives of religious education—Specific ob- 
jectives of evangelism—First definite decisions for 
Christ as a personal ideal—Salvation from sin—A 
religious awakening — The ‘forward step’’—A 
Christ-centered church membership. 

Recognize the Laws of Religious Development......... 239 
Natural religious experience sought—The ‘‘Tides of 
the Spirit’—‘"High tide’ of early adolescence— 
Integration of personality about Christ. 

WE GEROS OF TOUGROPLESTIIN L008 on ees hai Res clone son asl nisl Mot oles 244 
Deepening religious experience through worship— 
The class, a center of evangelistic activity—Special 
days and occasions—Additional factors in evan- 


gelism. 
PP PLUP ROE SAU VOL char ees ek at ans Gy era kk oe ee 251 
PP FOHETR PCO D tt foe eet atts Rah y Wiad lug awit ahs 251 
PART III. ORGANIZATION AND ADMINISTRATION 
XI. CLASS ORGANIZATION AND PROGRAM...........0000-- 255 
PVERLADICS, OF GT OUPING YS oS iviccavelcuelen ts Ok Aedes Wake 256 


Grouping should be natural—Sexes grouped sep- 
arately—Groups sufficiently small to provide inti- 
mate contacts—Simple organization is essential. 

Methods of Class Organization... .......0ccceeeees 260 
Pupil officers should be elected—Committees are 
important—How to select class names—The class 
should be registered. 


12 CONTENTS 


CHAPTER PAGE 
The Comprehensive Class Program. .........0.0.045 263 
Ministry to the complete life—Supervised study and 
recitation—Developing personal devotional habits 
—Recreational activities—Class service projects. 
The Sunday. Session of the Class: 33h) ease yo vos ee + 271 
The officers in charge—Business session—Class de- 
votions—The lesson period—Outline of a class session. 


FOr JUE ECT SEMA VN Sie i Oyu Ue eli Av a ape ea ne ma 273 
FOP FUPLTEP TEENS os Sioa crate oa ea cated Ck orice ome 274 
XII. PRINCIPLES AND METHODS OF DEPARTMENTAL ORGAN- 
TZA TION Oa SO ROS he Narahari a ee 275 
The importance of organization. 
The Need of Effective Organization. .........0.00 00 276 


A unified program lacking—Overlapping organiza- 
tions—Irregular development of the program—Con- 
fusing appeals for loyalty. 


Principles of Departmental Organization. ........... 279 
Conformity to general educational program of 
church—One inclusive organization for the early 
adolescents—Pupil officers and pupil leadership— 
Proper adult supervision—Democracy in form and 
operation—Organization a means rather than an 
end. 


The Intermediate Department of the Church School.... 287 
How to organize the Intermediate Department— 
Membership—The governing body—The Inter- 
mediate council—Department officers—Commit- 
tees—Methods of correlation—Unification through 
the committee on education—Cooperation of 


leaders. 
For further Study. o\6.5 sco cbse Sel ok Ga 297 
Por further régading. <a LS ea a ee eee 298 
PART IV. ADULT LEADERSHIP 
ALLL THe Apurt LEADER HIMSELF.) soe ee ee 3201 
The Neéd of: Adult Leaders.ie icc eee 301 


Programs and organizations useless without leaders 
—The value of personal contacts with teaders— 
Diversity of leadership abilities required. 


CONTENTS 13 


CHAPTER PAGE 
ETSES DY | EOOEE SREP 2 a bi oie F sO y's tle Vial ice ela 4 305 
Basic requirements—Character traits that appeal to 
Intermediates—What the church requires of her 
leaders. 


Enlssting and Tratning Leaders... 0.0.0. 0. ece ee tes 310 
Systematic recruiting needed—Sources of leadership 


—The program of training—The standard training 
course—Professional training. 


BOP UPERET SIEGY SL ited ran GE Nak Ger com: ol aitoantotae ay a lasdiciie 319 
OL TUS LET FEO INO es cache koe hgisiipatacd a5, Gb) aetneins Se eee 320 
INDEX 


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mi ; 5 ; 





EDITOR’S INTRODUCTION 


THE present volume is primarily a _ textbook. 
Much attention has been given to the organization 
of the materials. Students will find it easy to study 
this text and, after they have completed the study, 
to locate all the data it contains. It is essentially 
an introductory though comprehensive study of 
early adolescent life together with the materials, 
methods, and organized programs suited to their 
spiritual needs, interests, and capabilities. The 
essential principles to be followed in organizing and 
conducting an Intermediate Department of the 
church school are clearly stated. The application 
of these principles to local situations will not be 
difficult. 

The author is well qualified to perform this task. 
For several years he has worked intensively with 
early adolescent young people. He has attended 
their committee meetings, helped them plan their 
devotional meetings, directed them in their play, 
and taught their classes. While thus at work he 
has been in intimate touch with several of the 
outstanding authorities in this field. Few men have 
combined the qualities of pastor, teacher, super- 
visor, counselor, and friend which have character- 
ized Mr. McKibben’s ministry. Those who are 
actually at work in the Intermediate church school 
will find that a clear insight into educational values 
and a wealth of practical experience are reflected 

15 


16 EDITOR’S INTRODUCTION 


in the selection and interpretation as well as in 
the organization of the materials. 

There are few churches that do not recognize 
the fact that many of their young people begin 
to drift away after graduating from the Junior 
church school. This is one of the outstanding 
embarrassments which the church now faces. Mr. 
McKibben has deliberately set himself to the task 
of outlining the solution of this most difficult prob- 
lem—how to organize and maintain a successful 
Intermediate church school. He sets forth in detail 
how it may be done. Whoever follows his sug- 
gestions will discover that they have been formu- 
lated by a master workman in this field. 

NORMAN E. RICHARDSON. 

Northwestern University. 


PART I 


THE EARLY ADOLESCENT 





CHAPTER I 


THE CHALLENGE OF YOUTH TO 
THE CHURCH 


A CURRENT question in all circles is ‘““What ails 
our youth?” Answers are forthcoming from many 
different sources. Yet the question remains un- 
answered. It is an age-old question. It has been 
asked concerning many generations of young people 
in the past. It will be asked of many more in the 
future. The ‘‘age of youth” is perennial. It has 
not yet been determined what the present genera- 
tion of young people will do with their “age.” 
Pronounced “stirrings” among the youth of all 
nations are reported. By some they are described 
as the “revolt of youth.” The dawning of a strong 
self-consciousness among national groupings is strik- 
ingly characteristic of the day.’ Practically every 
nation boasts or deplores its ‘“‘youth movement.’ 
America has hers. Attention is being focused very 
sharply upon the young people. An accounting is 
being taken of our youth. Their characteristics, 
faults, shortcomings, eccentricities, and virtues are 
being analyzed and discussed with utter frankness. 

Youth, on the other hand, is making an account- 
ing of the older generation, of the institutions of 
society, of traditional ways of thinking and doing. 
The present-day civilization, in which young people 
are taking out citizenship papers as they stand on 
the threshold of maturity, is being weighed in the 

1 High, Stanley, The Revolt of Youth, Chaps. I, II, The Abingdon Press, 1923. 

19 


20 INTERMEDIATE METHOD 


balance—and found wanting in many respects.” 
The church is prominent among those groups which 
are inquiring regarding the ailments of modern 
youth. The inquiry, however, is double-edged. 
The church, time-honored and proudly conscious of 
her ministries to past generations of young people, 
is being weighed in the balance.’ Will she be found 
wanting? An accounting is being taken of the 
ministry of the church to the vital needs of young 
people of to-day. Is the church adequately meet- 
ing these needs? 

These are not idle questions. They must be 
answered. The church faces a most significant 
challenge in the young people who must be helped 
to discover and adopt the Christian life. Young 
people will turn to the church with eagerness for 
instruction in the things of the spirit and for gui- 
dance in solving perplexing problems of life zf the 
church can offer real help. ‘The church should speak 
to youth with an authoritative voice—an authority, 
however, that comes out of the message and life 
of which she is custodian, and out of the service 
she renders. The church has an inescapable respon- 
sibility in these matters. In order to meet it suc- 
cessfully she must know the needs of youth. She 
must provide a program of religious nurture which 
is Christ-centered and youth-centered, and which 
ministers to all the vital needs of youth. She should 
develop a masterful leadership. These represent 
crying needs of the hour. 

"2 Coe, George Albert, What Aitls Our Youth? Chap. I, Charles Scribner’s Sons, 
"Ke the time of this writing, January 1, 1926, over one thousand picked young 
people from the colleges and universities through the land are meeting in Evanston, 
ilinois, for one week to study the church and ‘present civilization, to subject them 


to Feu review and criticism. Similar groups are meeting in other parts of the 
country. 


IN THE CHURCH SCHOOL 21 


THE CHALLENGE OF YOUTH 


Young people are the greatest human asset of 
the church. Their religious nurture and moral 
training should be the church’s first concern. Young 
people and the church should come naturally to 
form a lifelong alliance. A mutual attraction 
naturally exists between young people and the 
Christ of the church. Christ always did and always 
will appeal strongly to youth. His spirit is the 
spirit of youth. Few stories in the Gospels are 
more compelling in their interest than that of the 
spontaneous love of Christ for the rich young man.* 
It reveals also the eager response of youth to Christ. 
The final answer of the young man is not known. 
Many like to believe that he later met the chal- 
lenge of Christ. The story is suggestive of the 
difficulties and temptations confronting young people 
who would whole-heartedly accept the call of the 
Master. 

Inherent worth of youth.—Youth must be saved 
to Christ and his kingdom for youth’s sake. The 
winning and holding of young people to Christ 
because of their inherent worth should outweigh 
all other objectives. This motive should be upper- 
most in the minds of leaders. The saving of youth 
for the church is important but secondary. The 
value of human personality should inspire in leaders 
a passion to win and hold youth to Christ and his 
church. Such an interest should be more than a 
momentary or periodical evangelistic passion for 
youth. It should find expression in an adequate 
program of religious nurture carried out through 


4 Matt. 19. 16-22. 


22 INTERMEDIATE METHOD 


the year and from year to year. Only thus will 
youth be fully saved. It is not enough to save 
young people to nominal discipleship and to casual 
membership in the church. They should be led to 
experience abundant Christian living and full fellow- 
ship in the church. 

Conditions surrounding youth.—The conditions of 
modern life under which young people are striving 
to work out their destinies present a stirring chal- 
lenge to the leadership of the church. Young people 
are literally surrounded by unwholesome conditions. 
They encounter, daily, innumerable appeals and 
allurements to travel the low road. It is perilously 
easy for young people to get lost on ‘“‘the misty 
flats.”” They are living in a social environment in 
which many of the common moral sanctions and 
supports to right conduct and high moral achieve- 
ment seem to be ineffective. The finer sensibilities 
of countless numbers of young people are being 
dulled. 

The innumerable, unworthy appeals that chal- 
lenge the time, energy, money, interest, and talents 
of young people are confusing. They tend to direct 
attention away from the true values in life. They 
seem to offer a maximum of promise in pleasure and 
satisfaction. An old proverb has especial applica- 
tion at this point. ‘‘The best tender for straying 
cattle is the pull of good grass.” There is plenty 
of “‘good grass” in the life of the church, and young 
people may be led to appreciate it. When they 
have come to understand that the finest things in 
life, the sweetest joys, the most worthwhile inter- 
ests, are to be found in the church and the King- 
dom, they will come to the church in large numbers. 


IN THE CHURCH SCHOOL 23 


Young people will be kept from ‘‘straying”’ if 
the church will provide a rich and attractive pro- 
gram. The “pull of good grass’ within the church 
can be made stronger than any appeals and attrac- 
tions which are not in harmony with the ideals of 
the Christian life. Only a supreme effort on the 
part of the church, however, will provide this 
attractive program and thus save countless num- 
bers of young people from becoming habituated to 
unwholesome ways of living and becoming lost to 
the Kingdom. A unique program is needed—as 
unique as the interests and needs of young people. 
A strong leadership must be developed—strong 
enough to guide enthusiasm into right channels. 

Challenge to put first things first.—What shall 
it profit the church to erect magnificent buildings 
to house and conduct programs of activity which 
fail to attract her young people? Youth is the 
hope of the future. The young people of to-day 
are the church of to-morrow. Through the winning 
and training of her youth the church of to-day 
may determine the nature and strength of the 
church that is to be. The challenge of the hour is 
for the present leadership and resources of the 
church to be enlisted in a mighty effort to train 
the youth of to-day for effective service and leader- 
ship in the church of to-morrow. 

The thought, time, energy, and money of the 
church should be spent lavishly upon her youth. 
Such expenditure will yield rich and prompt re- 
turns. The church that withholds its best leader- 
ship, that denies to young people the features its 
financial resources can provide, will’ surely find 
itself lacking in a response from youth. The church 


24 INTERMEDIATE METHOD 


of the past has never made adequate provision for 
its youth. It has not considered the conservation 
of youth to be its most significant task. Will this 
condition change? Perhaps never before has the 
church been so conscious of the young people and 
of their possibilities. It remains to be seen what 
the church of to-day will do to meet the present 
opportunity. 


THE RESPONSIBILITY OF THE CHURCH 


Has the church failed her young people? They 
cannot look elsewhere if she has. Christianity is 
represented in society primarily by the church. 
Its activities, its service, its leadership, and its 
forms of expression are the chief means by which 
young people come to know and understand the 
religion of Christ. Outside the home there is no 
agency other than the church that can emphasize 
the place of religion in well-rounded development. 
The church, therefore, dare not fail in the effort 
to win young people to Christ and to train them 
for service in his Kingdom. 

Society holds the church responsible.—As society 
is now organized, the church has an inescapable 
responsibility with respect to the young people. 
Society expects the church to provide a program 
of training which will lead young people into the 
higher ways of life. This does not mean that other 
agencies are not making significant contributions 
to this end. Many are. The work of Christian- 
izing the youth of the world would be immeasurably 
impoverished without the remarkable work done 
by such associations as the Y. M. C. A., the Y. W. 
C. A., and such organizations as the Boy Scouts, 


IN THE CHURCH SCHOOL 25 


the Camp Fire Girls, and many others. The power 
for effecting moral growth inhering in their pro- 
grams of activity is very significant. 

But, after all, these forces are for the most part 
supplementary to the church and the home in 
character-building and in religious development. 
Many of them owe their origin to the church. At 
best, they are concerned with only a fraction of 
life. They cannot conserve in after years the 
results of their own work. Only from one sixth to 
one fourth of the millions of young people of Inter- 
mediate age in the seventy-four thousand rural 
communities are being reached by character-building 
recreational organization.® The situation in the 
cities, while much better than in the country, is 
far from satisfactory. 

Youth will outgrow other programs and agencies. 
They should grow more deeply into the thought 
and life of the church with the passing of years. 
A loyalty to any particular program or organiza- 
tion that for a time lessens or makes impossible 
the more enduring loyalty to the church robs youth 
of one of the most vital experiences of life. The 
major responsibility for character education and 
religious development of the young people rests 
upon the church. The church should accept that 
responsibility whole-heartedly and intelligently. 

Leadership and programs need to be provided.— 
The reaction of large numbers of young people to 
the program and leadership of the past is doubt- 
less reflected in the amazing loss of young life which 
the church has experienced. The best of leadership 


5 Douglass, H. Paul, How Shall Country Youth Be Served? p. 33, George H. Doran 
Company, 1926. Used by permission. , 


26 INTERMEDIATE METHOD 


has not been secured. Training has been lacking. 
Suitable programs have not been available. The 
reaction of young people has inevitably been hega- 
tive. If the church shapes her program to meet 
in a direct and effective manner the needs and 
interests of youth, they will stay in the church. 
The need is not merely for attractive programs. 
It is for programs that will capture the imagination 
and challenge the enthusiasm of youth. 

Young people should find in the church a rich 
and varied program. If Christianity is the most 
carelessly and ineffectively taught subject in their 
educational experience, they will not grow to man- 
hood and womanhood with reverence and respect 
for it. If the ideals of the church are narrow and 
conventional and if its program of activities is the 
most meager and poorly led, how can young people 
be expected to respond enthusiastically? The 
church can find no substitute for a program that 
year after year provides its youth with a rich wor- 
ship experience, helpful courses of studies, and 
suitable service and recreational activities. But a 
church that provides such a program will never 
lack for competent and consecrated young people. 

The church an interpreter of religion.—Youth 
needs the church as a teacher of religion and as an 
interpreter of the Christian way of life. The public 
school is forbidden to teach religion and the home 
is increasingly failing to provide adequate religious 
nurture. Young people need the formal program 
of moral and religious training which the church 
alone can provide. They should be identified with 
the historic church and understand its rich her- 
itage and present-day worth for society. They 


IN THE CHURCH SCHOOL 24 


need the present fellowship of Christian people. 
They should feel the contagious enthusiasm en- 
gendered by whole-hearted participation in service 
projects which have as their objectives world better- 
ment and kingdom building. Young people need 
to share church life as a genuine school of religious 
living. 

Positive moral training needed.—A religion the 
dominant emphasis and teaching of which is nega- 
tive will never appeal to or win young people. 
Inspiration and guidance, not restraint, are the 
outstanding needs of youth to-day. The simple 
- definition of religion contained in a church bulletin 
in.a Southern city is of the type that will be under- 
stood by young people: “Religion is not a creed 
but an experience; not a restraint but an inspira- 
tion; not an insurance for the next but a working 
program for this present world.” 

Nobility of character and righteous conduct are 
the dominant objectives of both general and religious 
education. Religious training means little unless 
it is expressed in terms of everyday living. Young 
people need to learn how to think clearly, how to 
play with wholesome enjoyment, how rightly to 
spend their leisure hours, surplus money and energy, 
how to worship God in spirit and in truth, how to 
cultivate and use their talents in service to man- 
kind, how faithfully to assume and discharge family 
and group responsibilities. These constitute the 
irreducible minimum of religious living. Such 
positive moral training as will bring these things 
to young people in direct and effective manner is 
required. 

Ideals of living necessary.—Youth will never be 


28 INTERMEDIATE METHOD 


saved in large numbers by a “thou-shalt-not”’ 
policy nor by arbitrarily and externally imposed 
rules of conduct. They will be saved by ideals 
which are established in the life as internal sources 
of moral control. Moral freedom and self-control 
will be achieved through the expression of their 
powers in conformity to the ideals and principles 
which are established in the life. They stand in 
desperate need to-day of dominant religious ideals 
which will function as factors that control con- 
duct. These must be the ideals of living as taught 
by Jesus Christ. 

Young people need these ideals or internal con- 
trols to stabilize them in the unprecedented freedom 
from external control and restraint which charac- 
terizes the present day. They are without the 
traditional authority exercised in the past by 
parents. Many safe-guarding conventions and 
valuable social traditions have disappeared. There 
is more individual and social freedom than any 
recent generation of youth has experienced. The 
hope of completely saving the present and future 
generations rests not in the revival of arbitrary 
external authority, social or legislative, but in the 
church’s ability to build securely into their lives 
dominant religious ideals. 

In a recent book on character-building an old 
Hebrew proverb is cited which applies to this 
problem.® Using the language of tent dwellers, it 
runs as follows: ““Lengthen your ropes but strengthen 
your stakes.’’ Anyone familiar with tenting appre- 
ciates the fact that it is not safe to lengthen the 


° Fosdick, Harry Emerson, Twelve Tests of Character, pp. 18-23, Association 
Press, 1923. Used by permission. 


IN THE CHURCH SCHOOL 29 


ropes without at the same time making more secure 
the stakes to which they are fastened. The “ropes” 
of freedom, license, and opportunity have been 
considerably lengthened for the young people of 
to-day. The only safeguard the church can pro- 
vide is to drive more deeply into their lives the 
‘“‘stakes” of internal moral control. 

Wholesome interpretation of life.—The public 
schools are making earnest efforts to bring their 
programs closer to life, to bridge the gap that has 
for so long existed between the activities of the 
school and. the actual experiences of life. Likewise, 
the church will be expected to give to youth a sane, 
practical interpretation of religion which will closely 
identify religion with everyday living. Religion 
must be made vividly real, present, personal, and 
helpful. There has been too wide a gap between 
the “verses’’ or lesson studied in Sunday school and 
their ‘‘application” to the lives and problems of 
the pupils’ everyday living. 

Young people come earnestly to those who win 
their confidence with such questions as, “‘What is 
prayer?’ ‘“‘What do you honestly mean by the 
‘srace of God’?” ‘“‘What is faith, anyway?” The 
meaning of such fundamentals of religion as faith, 
_ prayer, repentance, worship, and religious duty will 
need to be made plain in the simplest and most 
practical terms. This will constitute the founda- 
tion of a working faith and that foundation cannot 
be laid too early. 


THE CHALLENGE OF EARLY ADOLESCENCE 


All adolescent years are critical from the stand- 
point of religious development. Many leaders 


30 INTERMEDIATE METHOD 


feel, however, that the early adolescent years, 
twelve, thirteen and fourteen, are the most fateful 
in their influence for good or evil upon ultimate 
development. The Indiana survey of religious © 
education reveals the fact that more pupils are 
enrolled in the church school at twelve than at any 
other age. Likewise, it shows the startling fact 
that beginning at the twelfth year, the greatest loss 
of pupils to the Sunday school occurs.’ For many 
years leaders of the church have been conscious 
that there has been a great loss from the enroll- 
ment and attendance upon the Sunday school. 
Membership in the church and attendance upon 
the services of worship have failed to register 
growth in proportion to the growth in membership 
of the Sunday school. The basis for later loss is 
laid in the meagerness of the program during these 
years. It is time the facts were learned and hon- 
estly and frankly faced. They challenge the thought- 
ful consideration of every leader of young people. 
The Junior high-school movement.— Public-school 
leaders have for some time recognized the distinct 
problem represented in the early adolescent age. 
The losses from the public-school enrollment which 
have been occurring during the last few years and 
the inadequacy of the program offered have been 
the cause of general concern among educators. 
Careful studies have been and are being made.® 
These have resulted in the Junior high-school 
movement. Separate and specially equipped build- 
ings have been erected. The curriculum has been 
7 Athearn, W. S., The Indiana Survey Religious Education, p. 332, George 
Bore corre A. and et wees 'sycholo, the eat High 
Thames Cindal: forma 


Schok Pupil, Hi Y, 1924. ., and 
Myers, Jessie Du Vol, aight High Fe he chool Life 


IN THE CHURCH SCHOOL 31 


reorganized and greatly enriched. The school life 
itself has been modified to meet the needs and 
interests of early adolescent youth. Many educa- 
tors are proclaiming this the most significant move- 
ment in the field of education during the past two 
decades. It represents the results of a thorough- 
going and scientific effort on the part of public- 
school educators to analyze and meet the particular 
needs and interests of these young people. 

Intermediate church-school program needed.— 
There is great need at present of a complete, well- 
planned, and carefully supervised program of moral 
and religious education for early adolescence. Only 
partial and very meager programs are provided in 
the ordinary churches. Many provide nothing 
beyond classroom instruction. Seventy per cent of 
the Sunday schools of Indiana are completely un- 
graded.? Only seven out of 256 schools surveyed 
make any effort to have a distinct departmental 
organization and program for the Intermediate age. 
In one city out of forty-eight church schools, small 
and large in enrollment, only two are attempting 
to maintain a separate Intermediate organization 
and program.’® 

The program for early adolescents is doubtless 
the least developed of all the divisional programs 
of the church school. These same young people are 
experiencing the richness and effectiveness of the 
modern public-school life. Comparisons with the 
offerings of the church school are inevitable. The 
church must meet this critical age with a program 
as carefully and intelligently built as that of the 


9 Athearn, W. S., The Indiana Survey of Religious Education, p. 193, George 
Doran Company, 1923. Used by permission. 
10 South Bend, Indiana. 


a2 INTERMEDIATE METHOD 


public schools. Not only is a graded program of 
study, worship, recreation, and service necessary, 
but provision should be made also for certain 
organizational features which will make a marked 
contribution to their development. 

The response frequently heard is that the church 
is utterly lacking in leaders, buildings, and money 
with which to build them, that programs are want- 
ing, and suitable training for leaders is not being 
provided. The church will doubtless never have 
these facilities until there is clear recognition of 
its Intermediate-age problem, until careful study 
is made of the elements in the situation, and until 
solutions are earnestly and intelligently attempted. 
The church must find the leaders, the money, and 
the equipment necessary for the work, or else see 
her young people drift away to some organization 
that will. 


MEETING THE CHALLENGE 


There is general recognition of the need of a 
complete, comprehensive program for early adoles- 
cence that will center in Christ and the church. 
Such a program is under construction at this pres- 
ent time, with the complete development of every 
boy and girl as the ultimate objective and the 
church as the organizing center of all the activ- 
ities. The International Lesson Committee, the 
International Council of Religious Education with 
its Young People’s Department, and Young People’s 
Professional Advisory Section, and the curriculum 
committees of several denominational boards of 
religious education are now at work building such 
a program for each of the age-groups of adolescence. 


IN THE CHURCH SCHOOL 33 


Such a program when completed and tested satis- 
factorily will be welcomed by church workers with 
Intermediates everywhere.'! It is intended to be 
Christian, comprehensive, vital, attractive and based 
upon the nature and needs of youth itself. 

Ministry to the whole of life.—Such programs 
should be constructed with due recognition of the 
. fact that life functions as a unit—that all the legit- 
imate interests and needs of young people should 
be recognized by the church. There is no normal 
interest in the life of youth that lies outside the 
interests of the Kingdom. The agency that wishes 
to care for any phase of adolescent life must be 
concerned with all of it. The program that denom- 
inational and interdenominational leaders are at- 
tempting to create places special emphasis upon 
provision for complete development. Physical well- 
being and efficiency, mental health and alertness, 
moral development, social training are all central 
objectives taking their place with religious growth 
and nurture. The church will be concerned to see 
that young people universally are provided with 
opportunities for rounded and complete development. 

A church-centered program.—There are many 
organizations and associations which have been 
ministering to the physical, mental, social, moral, 
and religious development of young people. The 
church is not unmindful of them nor does it dis- 
count their contributions. On the contrary, many 
of them have earned lasting praise and gratitude 
for their service to youth. Many have been the 
means of leading the church to see the respon- 


11 Douglass, H. Paul, How Shall Country Youth Be Served? p. 210, George H. 
Doran Company, 1926. Used by permission. 


34 INTERMEDIATE METHOD 


sibility she must assume for the more complete 
development of young people. But the church 
should not always look to other agencies to provide 
leadership in many activities and fields of endeavor 
in which she should be functioning. She should 
provide those elements of training which will not 
only be a means of securing the more complete de- 
velopment of the young people, but also serve to 
bind them to the church with a deeper loyalty. 

For some time to come, such a program will 
doubtless use some of the materials and technique 
which have been developed by the specialized agen- 
cies dealing with certain phases of early adolescent 
life. The program will seek to correlate many of 
the activities now entering into the more or less 
confusing outline of activities offered to Inter- 
mediates. Other activities will be dropped, still 
others expanded under new leadership. The 
attempt will be made to provide a more efficient 
leadership, trained in the methods and materials 
of the comprehensive program. Such a program 
will be the means of providing for growth, one that 
will care for the needs of young people throughout 
adolescence. Such a program will commend itself 
heartily to all leaders acquainted with the problems 
of holding and training the present generation of 
young people. 

Careful study and experimentation needed.—In 
order to build and administer a comprehensive, 
church-centered program for early adolescence, 
leaders should devote themselves to a careful study 
of the nature and needs of early adolescents. They 
will need to have a clear understanding of the 
objectives of moral and religious education. A 


IN THE CHURCH SCHOOL 35 


knowledge of the full range of the activities and 
materials to be used in achieving these objectives 
is imperative. The successful leaders must master 
the most effective methods and principles of class 
and departmental organization and program build- 
ing. This will include a knowledge of the materials 
and methods of classroom instruction, worship, 
recreation, service, and evangelism. For this work 
the choicest of leadership should be enlisted and 
made vital in its contact with youth. 

The road to the heart of youth is no short cut. 
For the problems affecting the church in her rela- 
tionship to youth there is no quick remedy, no 
general panacea. Good intentions, long discussions, 
sentimental expressions of concern for young people 
will not meet the situation. Nothing short of the 
creation and administration of an appealing and 
adequate program of religious education will suffice. 
As soon as leaders set themselves earnestly, pa- 
tiently, persistently and scientifically to the creation 
of that program just so soon will the lives of Inter- 
mediates be enriched and they, themselves, be 
enlisted wholeheartedly in the work of the church. 


For further study: 


1. Outline arguments for or against the proposi- 

tion that the present generation of young 

- people are as responsive to the challenge to 

religious devotion and moral living as the 
preceding generation. 


2. How can the idealism of youth be preserved 
and be kept from becoming impractical or 
changing into cynicism? 


36 INTERMEDIATE METHOD 


3. Point out concrete evidences of the fact that 
the church is or is not striving to challenge 
the devotion and service of her young peopie. 

4. Indicate the major contributions young people 
can make to the work of the church and the 
Kingdom. 

5. What actual provision is being made in your 
church for the Intermediate age group with 
respect to organization, richness of program, 
and adequately trained leadership. 

6. Indicate the points at which immediate im- 
provement can be made in the Intermediate 
program of your church. 


For further reading: 


Coe, George Albert, What Atls Our Youth? 

High, Stanley, The Revolt of Youth. 

Stearns, Alfred E., The Challenge of Youth. 

Streibert, Muriel, Youth and the Bible. 

Mott, John R., Challenging Young Men for Christ. 

Douglass, H. Paul, How Shall Couniry Youth Be 
Saved? 

Versteeg, John M., Christ and the Problems of 

Youth. 
Claggett, Ralph P., Christ in High-School Life. 


IN THE CHURCH SCHOOL 37 


CHAPTER II 
PHYSICAL AND MENTAL GROWTH 


THE program of religious education cannot be 
intelligently planned without an understanding of 
the total nature and needs of those to whom it is 
to minister. A knowledge of the psychology of 
eatly adolescence is an indispensable preparation 
for a study of the program of religious nurture of 
the young people of this age. Such an analysis 
should include physical, mental, social, and religious 
characteristics. The dominant interest, of course, 
centers in the moral and religious development. 
But this development can be fully understood only 
as it is considered in its relation to the whole life. 
In this chapter and the next an attempt will be 
made to suggest the most important factors to be 
taken into account in arriving at a proper under- 
standing of early adolescent life. 


THE NATURE AND MEANING OF ADOLESCENCE 


The period of adolescence ordinarily begins with 
the year eleven or twelve and extends to approx- 
imately the twenty-third year. It forms the second 
half of what may be called the training period of 
life. It is during these years that plastic, develop- 
ing childhood is transformed into more or less fixed 
maturity. This transition, especially the first few 
years, brings about some of the most momentous 
changes in the whole life of the individual. Rous- 


38 INTERMEDIATE METHOD 


seau has described the change as a second birth 
when he says, ‘“‘We are born twice, once to exist 
and again to life; once as regards the individual 
and again as a socius as regards the race.” 

The most significant factor, the one underlying 
the total adolescent experience, is the advent of 
puberty. The development of powers of repro- 
duction, with all their physical, mental, and moral 
implications, suggests the essential nature of 
adolescence. During these years the individual is 
in the making in a new and profound sense. 

Adolescence is not a portion of life that is inde- 
pendent of all other periods of development. It 
represents certain years during which there is 
matked growth along particular lines. Powers, 
instincts, and capacities have been present in the 
life but have remained undeveloped. These are 
now stimulated into effective functioning. 

There is no break in the process of development. 
Youth follows childhood, and in turn is followed by 
maturity in a continuous process of growth. Those 
who work with young people need to know what 
has occurred before and what is to come after 
these years. Many of the marked characteristics 
of adolescent years represent the outgrowth of 
distinguishing features of the years of childhood. 
There is a continuity of development, a steadily 
growing personality, which makes impossible and 
artificial any attempt at arbitrary separation of 
one period of life from another. The one who 
would specialize in the study of early adolescence 
should acquire an understanding of the relation 
it bears to the rest of life. 

Adolescence has been considered the most baffling, 


IN THE CHURCH SCHOOL 39 


disappointing, problematic, and apparently hopeless 
period of life. At the same time it is the most 
interesting, encouraging, and challenging. It ushers 
in a period of great promise as well as possible dis- 
appointment. Change and adaptation constitute 
the very essence of life during these years. The 
task of the worker with these young people is essen- 
tially one of cooperating with them and with God 
in the building of a fully developed, well-rounded 
life. The teacher, parent, and leader must exercise 
the three cardinal virtues of the Christian life— 
faith, hope, and charity. He must abound in sym- 
pathetic understanding, tact, and: resourcefulness. 
A sense of humor is indispensable. 

Divisions of adolescence.—It is only in a general 
sense that adolescence can be said to begin at the 
year eleven or twelve and to end with the twenty- 
third year. From a biological standpoint adoles- 
cence is a period from the beginning to the full 
attainment of the powers of reproduction. This 
beginning varies according to climate, race, environ- 
ment, health, and occupation. The average age 
for girls is between eleven and thirteen; for boys 
approximately a year later. 

The periods into which adolescence is commonly © 
divided are: early adolescence, years twelve, thir- 
teen, and fourteen; middle adolescence, years fifteen, 
sixteen, and seventeen; and later adolescence, years 
eighteen to approximately twenty-three. Special 
traits, needs, and problems characteristic of each 
group of years make it advisable to consider these 
periods separately. Individual differences in rate 
of development make impossible a classification of — 
boys and girls arbitrarily according to chronological 


40 INTERMEDIATE METHOD 


age. Mental and social age are important factors 
in determining in what group each individual should 
be placed. Such a division of adolescence into 
periods, however, serves as a convenient device for 
purposes of study. The program of religious edu- 
cation may profitably be organized upon the basis 
of this threefold division. 

The particular interests, needs, and capacities of 
early adolescents need to be studied in detail. 
The differences between young people twelve, thir- 
teen, and fourteen and those both older and younger 
need to be appreciated. Public-school leaders, after 
painstaking study and extended experience, recog- 
nize the fact that these differences are so marked 
as to justify a vigorous reorganization of the school 
life and curriculum. A similar study will un- 
doubtedly bring the leaders of the church to a 
realization that the Intermediate age-group presents 
a very concrete and specialized problem. They will 
discover the imperative need of providing a pro- 
gram of religious education closely graded and 
planned definitely to meet the specific needs, inter- 
ests, and abilities of these young people. In view 
of the marked individual and group differences, a 
wide range of adaptability of the program to local 
situations is a practical necessity. 


PHYSICAL DEVELOPMENT DURING EARLY 
ADOLESCENCE 


Early adolescence constitutes a period of accel- 
erated physical growth. Many of the marked 
characteristics of these years have their source in 
the profound physical changes which occur. The 


IN THE CHURCH SCHOOL AI 


\ 
complexity, variability, and instability expressed in 
early adolescent behavior may be traced, in part, 
to the changes now taking place in the body. A 
thorough knowledge of the early adolescent’s char- 
acteristic physical experiences, needs, and limita- 
tions is the key to an understanding of much of 
his behavior. Such a knowledge is absolutely 
necessary as a part of an adequate preparation for 
moral and religious leadership. 

Nature of physical growth.—The physical growth 
which occurs during the years under consideration 
results in a profound transformation and upheaval. 
It makes itself felt in every aspect of life. With 
some people the manifestations are extreme and 
decidedly noticeable. With others the development 
occurs much more evenly and quietly. But the 
change leaves no normal individual unaffected. _ 

The nature of the physical growth is seen more 
clearly against the background of development dur- 
ing preceding years. The later years of child- 
hood constitute a period of steady growth with a 
high degree of hardihood and good health. During 
these years the power to withstand illness and 
disease reaches its highest point. These preado- 
lescent years are characterized by abundant and 
steadily flowing energy, strong vitality, and a well 
coordinated physical organism. The child has 
developed a muscular coordination including the 
ability to use tools and to carry out definite pur- 
poses involving skills. In contrast with the steady 
growth of later childhood, early adolescence is 
marked by very rapid and uneven growth, an 
uneven flow of vitality and available energy, and, 
at times, limited muscular control and coordination. 


42 INTERMEDIATE METHOD 


Underlying cause of growth.—Many of the 
changes that occur as the youth passes through 
early adolescence are the direct or indirect results 
of the development of the sex organs. ‘The estab- 
lishment of the reproductive system involves much 
more than mere physiological and anatomical fac- 
tors. Glandular maturity and functions are espe- 
cially involved as well as secondary sex character- 
istics. There are two types of cells in the body, 
designated as somatic and sex. During childhood 
the somatic cells have been functioning in building 
the body. The sex or reproductive cells, which 
have been more or less inactive during the first 
eleven or twelve years, become very active with 
the approach of puberty. It is their increased 
activity which brings about the unusual disturbances 
and causes such remarkable growth. They stim- 
ulate the multiplying somatic cells into greater 
activity. The internal secretions from newly 
matured glands result in marked chemical changes 
in every part of the body. These in turn cause 
subtle masculine and feminine qualities to appear. 
The delicate differences in temperament, interests, 
tastes, and types of activity between the two sexes 
become more marked. The changes are both 
internal and external. The muscular and nervous 
systems are profoundly modified. Marked changes 
occur in the respiratory, circulatory, and digestive 
systems. The development of the sexual capacity, 
in general, constitutes one of the most important 
bases for the finer qualities of the adolescent and 
mature personality. 

Growth in muscular and skeletal systems.—The 
period in general is one of accelerated growth in 


IN THE CHURCH SCHOOL 43 


height and weight, one in which the structure and 
shape of muscles and bones are materially modified. 
Growth is both rapid and irregular. A comparison 
of the height and weight at different years will 
serve to indicate the volume of growth sustained. 
The average boy weighs 72.4 pounds at eleven; 
his weight at fourteen should be 99.3, and at fifteen 
110.8. For the girl at the same years the figures 
are 70.3, 100.3, and 108.4. 

This increased weight comes primarily in the 
form of larger and longer bones and in heavier 
muscles. The muscular system compared with the 
weight of the entire body is represented in the 
following facts: newborn child, 23.4 per cent; 8 
years, 27.2 per cents 15 years, 32.6° per ‘cent; 46 
years, 44.2 per cent.’ The muscular growth during 
these years is less marked with girls than with 
boys. The development of the muscles is in length 
and thickness as well as in skill and fine coordina- 
tion. The muscular system of the early adolescent 
differs from that of the adult in strength, endurance, 
symmetry and accuracy of coordination. 

The average boy measures 54 inches in height 
at eleven, 60.3 at fourteen, and 61.4 at fifteen. 
With the average girl the corresponding figures are 
53.8, 60.3, and 61.4.2, The unevenness of growth 
during early adolescence is due largely to the fact 
that the growth of bones and muscles does not occur 
at the same time and at the same rate. Some 
bones grow more rapidly than do the muscles 
attached to them, or the muscles may grow more 
rapidly than the bones. The result of the former 


1Taken from Table for Boys and Girls of School Age, Baldwin, Bird T., and 
Ls gee T. D., Iowa Child Welfare Research Station. Used by permission. 
2 Ibid., pp. 14, 55. 


44 INTERMEDIATE METHOD 


is the ache or pain, commonly known as ‘growing 
pains.”” The result of both is awkwardness and 
lack of muscular coordination. The rapid growth 
of bones during these years is accompanied by the 
hardening of the materials of the bones. 

Growth of the respiratory, digestive, and circula- 
tory systems.—The increased physical activity and 
the natural growth in body cells causes marked 
development of the respiratory system. ‘The great- 
est increase with girls occurs between years 12 and 
13. With boys the increase in lung power comes 
later, the greatest growth occurring from the four- 
teenth to the nineteenth years. It should be noted 
that the respiratory power of boys is greater than 
that of girls at every stage. 

Associated with the growth of the respiratory 
system is the growth of the larynx. The vocal 
cords are practically doubled in length. This latter 
fact accounts for the uncertainty and lack of con- 
trol with which the early adolescent uses his voice. 
With the boy, especially, the voice is apt to break, 
to register in deep, manly tones one moment, and 
the next in squeaky falsetto sounds. Boys and 
girls of early adolescent years not infrequently 
have unused lung areas which, if left unused and 
undeveloped, may easily become a seed-plot for 
tuberculosis. 

The digestive system likewise undergoes con- 
siderable enlargement. The whole digestive tract 
is increased in capacity and activity. It is severely 
taxed to care for the amount of food necessary to 
sustain the usual growth and activity. Added to 
this strain is the fickleness and instability of the 
appetite, especially among girls. Similarly, the 


IN THE CHURCH SCHOOL 45 


circulatory system is subject both to growth and 
to severe strain. Heart action is accelerated. It 
increases in power and capacity to meet the heavy 
strain put upon it during these years. Its size at 
the close of adolescence is nearly twice its size at 
the beginning of the period. It is during the years 
under consideration that the heart is often subject 
to critical tests. Its power and capacity are not 
great enough to meet the strain placed upon it by 
the competitive stunts and physical endeavors 
which rashness and immature judgment sometimes 
expect. Many an adult has suffered from incurable 
heart weakness because of excessive strain during 
early adolescence. While great activity is natural 
to this period, it is not a time for the promotion 
of those competitive forms of physical expression 
that call for great endurance or unusual strain. 
Physical interests and needs.—Certain physical 
interests and needs become very apparent in this 
period. One of the dominant demands is that of 
sheer activity. There is a desire, fluctuating in its 
intensity, on the part of the normal adolescent for 
action. He must be doing something. This is 
nature’s surest provision for health and growth. 
Other important needs and interests include 
wholesome life in the out-of-doors, where the larger 
muscles may be brought into play; the stimulation 
of action on the part of the circulatory, respiratory, 
and digestive systems; abundant sleep; appetizing 
and nourishing food, eaten at regular meal hours; 
such objective interests and mental stimulants as 
enable the mind to exert a wholesome influence on 
the body; the development of other health habits 
including bathing, breathing, correct posture in 


46 INTERMEDIATE METHOD 


sitting and walking, and the establishment of a 
right attitude toward the body and its welfare. 
The program of religious education will assume its 
share of responsibility for the proper development 
of the body. It will be vitally interested in health 
inspection and its proper follow-up, in physical 
training of various kinds, and in instruction and 
habituation in the principles of right living. The. 
sanctions of religion should be a positive help to 
the early adolescent in the maintenance of physical 
health and fitness. 

Physical limitations.—The physical limitations 
characteristic of this period are significant, not only 
for their influence upon the general growth occurring 
at this time but also for the possibility of perma- 
nent injury and physical handicap. ‘The more 
common dangers are: overindulgence of any kind, 
excessive physical strain, such a degree of activity, 
though of an approved character, as taxes too 
heavily the energy and vitality which are already 
called upon to do their utmost in caring for the 
rapid physical growth; poverty of blood; derange- 
ment of the appetite and digestive organs; late 
hours and undue nervous expenditure due to ex- 
cessive social life; such early entrance into voca- 
tional activity as cuts short the full physical growth; 
the development of physical irritants, and the 
failure to establish proper health habits. 

It is. comparatively easy to lay the foundation 
for physical weakness and breakdown later in life 
if normal growth does not occur during these years. 
Physical irritants, handicaps, and unfavorable con- 
ditions of health carried over into later life exert 
a powerful influence not only upon the physical 


IN THE CHURCH SCHOOL 47 


life, but also upon the mental, social, and religious 
well-being of the individual. 

A brief study of the physical growth of early 
adolescence suggests the very definite implications 
that it has for the other phases of development. 
The leader who hopes to guide the youth in the 
realization of spiritual ideals must know fully his 
physical nature and needs. Physical handicaps or 
defects furnish fertile soil for the extensive growth 
of criminal tendencies or general delinquency. The 
boy or girl whose body is strong and who is trained 
in the habits and functions that keep it strong, is 
prepared for the best mental activity and the most 
natural moral and religious development during 
these and later years. 


MENTAL DEVELOPMENT 


The mental life of the early adolescent reflects 
the significant physical changes which he experiences. 
The mind sustains a very intimate relation to the 
body at all times during life but never more so 
than during these years. Recent studies have 
confirmed the general opinion that mental growth 
correlates in a most definite way with physiological 
growth.’ It is a well-established fact that superior- 
‘ity in intelligence results in part from a greater 
anatomical and correspondingly physiological devel- 
opment. This accounts in part for the feminine 
mental superiority around the twelfth chronological 
year. This superiority is due to the fact that 
physical growth occurs more slowly with the boy 
than with the girl up to the sixteenth year, at which 


* Pechstein, L. A., and McGregor, A. Laura, Psychology of the Junior High School 
Pupil, pp. 41, 42, Houghton Miffin Company, 1924. 


48 INTERMEDIATE METHOD 


time the growth of the boy tends more nearly to 
equal that of the girl. 

The mental life is characterized by an enlarged 
range of activity which continues to increase dur- 
ing the periods of middle and later adolescence. 
The whole psychic nature sustains a marked quick- 
ening and development. The range of interests 
common to childhood is felt to be inadequate. The 
intellect reaches out to acquire new knowledge and 
develops increasing power to master and use it. 
The emotional phases of experience become more 
noticeable and frequently more difficult to control. 

As the youth moves through adolescence the 
sensibilities become more refined. Only after much 
experience is control of the intenser feelings estab- 
lished. The young person becomes conscious of a 
will power of his own. New instinctive tendencies 
manifest themselves for the first time and pro- 
foundly modify conduct. All phases of the mind’s 
varied forms of activity, ideation, imagination, 
volition, memory, feeling, take on new life and 
come into increasing and continuous interaction. 
Mental states and processes that are lacking in 
integration make a confusing stream of experience. 
Out of it all a new and expanded personality is 
emerging. The self is in transition. The child is 
entering a new world both within and without 
himself. 

Contribution of childhood.—The boy or girl 
approaches adolescence possessing fairly well-devel- 
oped habits of mental activity. The years of child- 
hood make a rich contribution in the way of the 
acquisition of mental techniques and skills. Certain 
“tools of learning’? have been acquired. Rela- 


IN THE CHURCH SCHOOL 49 


tively little independent thinking has characterized 
Junior-age boys and girls. The child’s mind has 
been occupied with impressions. The universal 
and general has been of relatively little concern. 
Attention has been centered upon near and imme- 
diate interests. 

The Junior child’s mind functions with a fair 
degree of certainty. Its range of activity is limited 
but within that limit it can be relied upon. During 
these years the desire to read, which grows so strong 
during early adolescence, amounting almost to a 
craze, manifested itself. The reading impulse takes 
the boy or girl out into a constantly enlarging world 
of adventure and discovery. This, in a way, pre- 
pares the child for the great world in which he is 
soon to take a more active part. 

Mental development rapid and complex.—In con- 
trast with the even and dependable mental life of 
later childhood, the early adolescent experiences a 
mental growth that is quite confusing and complex. 
The unevenness of his physical development is 
reflected in the swiftly moving mental changes, 
the instability of mental energy, the bewildering 
whirl of new ideas, feelings, and desires, and the 
rapidly shifting and widely divergent moods. The 
youth becomes easily excitable. The awakening 
senses are registering upon the consciousness a 
stream of new impressions from the world without. 
From within are felt the deep stirrings of aspira- 
tion. Powerful dispositions, until now held in 
abeyance by nature, assert themselves with vigor. 

The individual may become conscious of emotions 
which sweep over him unexpectedly and apparently 
without cause. Childish impulses are still strong 


5° INTERMEDIATE METHOD 


and numerous and seem inadequate in view of the 
needs of the youth. He is frequently fickle in 
interests and tastes, full of extremes and contra- 
dictions, variable, inconsistent, heedless, and opinion- 
ated. There is such a newness and fullness of life 
that until some kind of order and system of mental 
action has been established, a degree of mental and 
emotional chaos exists. ‘The mind carries a sheer 
weight of new and unorganized experience. 

Acute self-awareness.—In no period of life, per- 
haps, is there a more acute self-consciousness on the 
part of the individual. New forces within and 
without are operating to call the attention of the 
individual to aspects of his own nature hitherto 
unnoticed or undeveloped. The urge to look out 
for the safety and well-being of self is strong. This 
urge is not diminished but strengthened and brought 
under increasing control as adolescence is experienced. 

A new sense of membership in the race operates 
in a multitude of ways to make the youth conscious 
of and intensely interested in himself. New emo- 
tions, feelings, and desires focus attention upon 
his inner being. This is but natural. Of all the 
tasks the early adolescent faces one of the hardest 
is to know and control himself. Again, as a new 
member of the social group, through the pull of 
the social interests, the desire for association with 
others, and the longing for sympathy and appro- 
bation, the individual is forced to consider self in 
making the necessary adjustments to the social 
forces about him. 

The early adolescent is made vividly self-con- 
scious through the physical growth he experiences 
and also through social recognition. Self-awareness 


IN THE CHURCH SCHOOL 51 


is stimulated by his inability to handle himself 
properly. Lack of coordination of muscles and 
bones, resulting in clumsiness and awkwardness, 
makes him not only a mark of attention on the 
part of his friends and elders but also at times an 
object of chagrin to himself. 

The degree to which such self-awareness is felt 
varies with individuals but to multitudes it is a 
source of real discomfort, embarrassment, and mental 
pain. The variety and strength of the emotions 
result sometimes in moodiness. The manifestations 
of these emotional reactions reveal themselves in 
such states as unresponsiveness, morbidness, hys- 
teria, introspection, bashfulness, touchiness, secre- 
tiveness, and the desire for social isolation. They 
also give to life its warmth, glow, and feeling of 
pleasantness. As the whole gamut of emotional 
expression is run, the boy or girl becomes vividly 
aware of a self, an ego, that is at once full of 
problems and of satisfaction. 

New channels of impression.—The profound 
physical, intellectual, and emotional changes are 
associated with marked development and quickening 
of the sense organs—sight, smell, taste, feeling, and 
hearing. These developing organs are the channels 
of a vast number of new messages. They have an 
important part to play in making the world about 
the adolescent full of new significance. New nerve 
connections are made and previously undeveloped 
brain centers are stimulated into activity. A finer 
sensitiveness brings about a decided change in the 
tone of the whole mental and physical life. The 
young person is thus rendered delicately respon- 
sive to his environment. He feels, enjoys, absorbs 


52 INTERMEDIATE METHOD 


his world; he is “‘alive’’ to his environment as never 
before. In this development of the sense organs 
is to be found the basis for the fastidiousness of 
taste and dress, the increased powers of observation, 
and many of the other evidences of “‘sense hunger.” 

Increased mental alertness.—The mental powers 
and capacities which are accelerated in their develop- 
ment during early adolescence fall far short of being 
mature. The mental growth of these years is 
difficult to measure because of its irregularity and 
incompleteness. It is more the increased function- 
ing of mental powers and capacities which are to 
flower in later adolescence. It is impossible, how- 
ever, for the student of early adolescent life to miss 
the marked evidences of development. There is 
substantial growth in the higher forms of memory. 
Memory becomes more logical and analytical. A 
rapid multiplication of memory images is created by 
the broadening mental horizon, the sensitizing of 
the sense organs, and the growing social conscious- 
ness. The new mental power is manifested in the 
youth’s ability to bring the multiplying memory 
systems into unity. While the memory fluctuates 
at times in its constancy and accuracy of operation, 
this is due in part to the ebb and flow of physical 
energy. Other phases of mental growth take the 
form of a more active imagination and a greater 
reasoning power. 

Imagination greatly stimulated.—The imagination 
acquires a new vividness. It ranges through realms 
undreamed of by the child. It is stimulated by a 
vast amount of reading in the fields of romance, 
biography, science, adventure, and travel. New 
feelings and instinctive interests contribute to the 


IN THE CHURCH SCHOOL OS 3 


disposition to travel along new paths of experience. 
The well-developed imagination is a decided asset 
and acts as a stimulant to mental alertness and 
power. It possesses possibilities of harm, however, 
unless brought under control. Purpose, common 
sense, and a sense of decency must serve as re- 
straints to this function of the mind. Daydreams 
and extravagant imaginings have their values if 
they do not become too far removed from fact, 
are kept clean and wholesome, and lead to am- 
bitions and desires that are worthy. It is through 
the power of imagination that the youth is able 
to reach out and comprehend some of the most 
significant elements of the world about him. 

Developing power of reason.—One distinguishing 
mark of the early adolescent is the increase in the 
tendency and ability to reason. There are unmis- 
takable evidences that this youth is beginning to 
steer his own mental craft. The child who obeyed 
without much question, who was content to let 
adults think things out for him, who was not notice- 
ably argumentative, begins to change. He develops 
a degree of individual judgment and choice. He 
desires and becomes increasingly able to think 
things through for himself. It is not necessary or 
desirable for him to receive all his directions from 
his elders. Parents and leaders who fail to permit 
a reasonable amount of freedom and initiative in 
this regard hinder development and borrow trouble. 
Responsibility for personal opinions and judgments 
and choices should be increasingly placed squarely 
upon the young people. 

The limitations of the early adolescent’s powers 
of reason and judgment will be felt time and again 


54 INTERMEDIATE METHOD 


by those dealing with him. Disappointment, cha- 
grin, or impatience may be experienced as the 
youth expresses hastily formed opinions and acts 
on the basis of unwise judgments. But there is 
no other way in which development may take place. 
Under proper supervision each succeeding year will 
reveal an increasing ability to reason with accuracy, 
to make fair judgments, and to act with wisdom. 

Mental limitations and needs.—The more appar- 
ent mental limitations and needs of these years are 
hunger for thrills and excitement, excessive fascina- 
tion of reading, recklessness, temper, fastidiousness 
of dress and personal appearance, or, on the other 
hand, utter disregard of appearance, flippancy, fickle- 
ness of interest and attention, opinionativeness, 
morbidness, impractical idealism or a tendency to 
engage in unrestrained imagining, and the cultiva- 
tion of unwholesome states of self-consciousness. — 
Many of these conditions constitute grave prob- 
lems. They may be normal experiences for these 
years, but to the leaders of young people they 
should be centers of educational activity. They are 
possibilities of development which may lead to 
splendid results in character and conduct or they 
may become abnormal and injurious to youth 
through undue acceleration or retardation, faulty 
training or accident. 

Early adolescents need to be protected from 
over-stimulation. Strenuous mental activity at- 
tempted under conditions of fatigue, strong feeling 
or undue confusion should be avoided. The mind 
needs relatively simple, clean, wholesome materials 
and of great variety. The desire to read should be 
satisfied through a wise choice of books. Young 


IN THE CHURCH SCHOOL 3s 


people need an abundance of objective interests. 
Tact, sympathy, and understanding on the part of 
adult companions will do much to guide them past 
many of these mental pitfalls. These young people 
require first-hand experience wherein they may 
learn the value of thinking twice before speaking, 
that it is sometimes better to reserve one’s opinion 
until more information is obtained. They need to 
understand that the wisdom and advice of elders 
is worthy of serious consideration; that sharp 
criticisms sometimes bring sharp criticisms in return; 
that, after all, one may legitimately build air castles 
if one makes an honest attempt to place substantial 
foundations under them. 

In coming to an understanding of the physical 
and mental growth of these years one should remem- 
ber that in their application to concrete situations 
many statements about youth need qualification. 
Terms used to describe general mental and physical 
conditions of growth should not be interpreted as 
necessarily descriptive of traits or characteristics 
found in particular individuals. They help to 
interpret rather than describe. Not all features 
of development are to be found in every individual. 
The successful leader of youth should be able to 
discern the particular features, limitations, and 
needs characterizing each individual in the light of 
this general knowledge and to care for these in the 
most effective manner. To be able to apply scien- 
tific knowledge to local and particular instances is 
a mark of leadership. 


For further study: 
1. Observe young people about you to determine 


56 INTERMEDIATE METHOD 


common characteristics and differences in 
physical and mental development. 

2. To what extent should Intermediate boys and 
girls be encouraged to enter into games and 
sports calling for strenuous activity? 

3. Note forms of acute self-awareness and make 
suggestions of how to correct those that are 
unwholesome. 

4. What are the dangers of an overactive imagina- 
tion? 

5. What are the effects upon the imagination and 
emotions of frequent attendance upon picture 
shows? 

6. To what extent can Intermediates by them- 
selves come to safe conclusions regarding 
moral issues? 


For further reading: 


Moxcey, Mary E., Girlhood and Character. 

Pechstein, L. A., and McGregor, A. Laura, Psy- 
chology of the Junior High School Pupil, 
Partai 

Hall, G. Stanley, Youth, Its Education, Regimen 
and Hygiene. 

King, Irving, The High School Age. 

Mudge, E. Leigh, The Psychology of Early Adoles- 
cence. 

Tracy, Frederick, The Psychology of Adolescence. 

Richardson, Norman E., The Religious Education 
of Adolescents. 


IN THE CHURCH SCHOOL 37 


CHAPTER III 
SOCIAL AND RELIGIOUS DEVELOPMENT 


ALL phases of personal development are so inter- 
related that it is difficult to distinguish among them. 
Every aspect of development has its religious 
implications. Social interests and needs are in- 
volved in much of the religious training that is 
appropriate during these years. It is unwise to 
ignore social, in what may be termed, religious 
development. If one is to put on a successful 
program of religious education, it is necessary to 
understand those aspects of growth which are 
dominantly social.. It is necessary also to study 
carefully the actual nature of religious development. 
It is upon the basis of a clear understanding of 
early adolescent experience in all its aspects that 
an effective program of religious education can 
be built. 


SOCIAL DEVELOPMENT 


The changes that occur in social attitudes and 
conduct, as the individual moves through the years 
of early adolescence, can be appreciated best against 
the background of childhood. The rapid develop- 
ment of the social nature in early adolescence con- 
trasts vividly with the individual interests of child- 
hood. During preadolescent years the child is apt 
to be self-centered. He is lacking in social imag- 
‘ination and sympathy. The child of earlier years 
is incapable of an intelligent appreciation of many 


58 INTERMEDIATE METHOD 


social virtues which the early adolescent grasps 
spontaneously. 

The range of social sympathy in the preadolescent 
child is restricted. Individual notice and attention 
are sought. Loyalties and rivalries are centered in 
individuals more than in the group. Petty fighting 
and quarreling are common. ‘The Junior-age child 
champions individual rights and takes pride in the 
recognition of individual achievement. He is lack- 
ing in some of those basic moral qualities which 
come as a result of adolescent group experience. 
It is during the latter part of childhood that the 
more vigorous social interests develop. The child 
of eleven or twelve years grows rapidly in social 
consciousness and in sensitiveness of response to 
social situations. 

The ‘‘great social divide.”—The transition from 
childhood to adolescence is marked in many ways, 
but at no point is it much more noticeable than in 
the social life. The story of mankind from the 
most primitive peoples to the present-day civiliza- 
tion reveals an almost universal recognition of the 
fact that during the years commonly known as 
early adolescence the youth comes over the “great 
social divide,” the ‘‘divide”’ that separates childhood 
from adulthood. In primitive times the event was 
recognized by ceremonial initiation into the adult 
life of the tribe and by the assumption of full social 
responsibilities on the part of the young person. 
The same event is characterized to-day by the 
youth becoming a member of some group, club, 
circle, and in many instances, by confirmation or 
reception into membership in the church. 

The development from ‘‘thinghood into selfhood” 


IN THE CHURCH SCHOOL 59 


is at the heart of social growth during these years. 
The change represents virtually a second birth, 
a birth into society. It has been referred to as 
“the real début into society,” and as a result of 
this significant event a new personality emerges. 
The child of the narrow range of interests, the more 
restricted life, and the limited social abilities now 
goes forth to meet with the larger world with all 
its organized relationships. The more complete 
entrance into society brings a great increase in 
new social interests and problems. An intense 
struggle between the individualistic motives and 
habits and the new social impulses and desires is 
sometimes experienced. It is in the midst of this 
development that an unusual opportunity comes to 
realize social ideals and to develop the skills of 
social adaptation. 

Manifestations of self-consciousness.—Self-aware- 
ness with varying degrees of vividness characterizes 
early adolescence. It expresses itself in widely 
different ways with different individuals. Even 
with the same individual at different times the 
manifestations may be contradictory. Neither con- 
sistency nor ‘‘sweet reasonableness” is_ easily 
achieved while this condition lasts. It is hardly 
necessary to suggest the following traits to remind 
the reader of the varied and important ways in 
which self-awareness is expressed in the midst of 
the social situations: bashfulness, self-assertiveness, 
reticence, egotism, boasting, morbidity, independence 
of thought and judgment, and opinionativeness. 

These are all forms of obtrusive self-conscious- 
ness and each constitutes a distinct problem. Some 
manifestations are patiently to be ignored. Others 


60 INTERMEDIATE METHOD 


are to be tactfully repressed and still others to be 
developed wisely. They become unnatural and 
abnormal if they are excessive in intensity or in 
length of manifestation. They constitute at once 
some of the greatest problems and the most sig- 
nificant opportunities for leaders of youth. 

Self-awareness occurs with many young people 
without these unusual characteristics. Superficial 
students of adolescent life have hastily concluded 
that, because these abnormal expressions have been 
strikingly characteristic of some young people, they 
represent the normal state of most young people 
of this age. As young people are surrounded with 
more helpful home and school conditions and are 
privileged to sustain intimate contact with leaders 
who have a thorough understanding of their develop- 
ment, there will be a decreasing number of Inter- 
mediates who will manifest abnormal states of self- 
awareness. 7 

Influence of sex-development.—Sex-consciousness 
now manifests itself in a variety of ways. It is 
responsible for the awakening and development of 
a wide range of fine ideals and sentiments. Foun- 
dations are now being laid for those family ideals 
and Joyalties which constitute such a vital part of 
mature life. This phase of personal development 
needs careful safeguarding if the acquisition and 
expression of lofty sentiments, ideals, and attitudes 
regarding fellowmen, art, nature, and the Creator 
are to be realized. 

The gang and the group.—Two seemingly con- 
tradictory tendencies mark this period. The appar- 
ent aversion the boy has developed toward the 
girl during later childhood continues into this 


IN THE CHURCH SCHOOL 61 


period. The two sexes are seemingly incompatible. 
Frequently there is not only a lack of positive 
interest in each other but there also develops a 
rather vigorously expressed scorn of all things 
connected with each on the part of the other. Boys 
prefer the company of boys. Likewise, girls asso- 
ciate more with members of their own sex. 

This is a time of particular and early interest 
in group relations, such as the gang, the clique, 
and the crowd. Group enterprises, group loyalty, 
and group activity enter life as dominant factors 
in social experience. Gangs, clubs, and organiza- 
tions of various kinds spring into existence naturally. 
They are all expressions of an inherent desire to 
“belong,’’ to hold membership, to be identified in 
thought and action with others. 

This is an exceedingly important tendency from 
the standpoint of religious education. It is the 
foundation of the organized church-school class, 
departmental organization, and church loyalty. 
It furnishes the sociological basis for many of the 
special organizations and programs which endeavor 
to make contributions of various kinds to growing 
adolescent life. This tendency has great poten- 
tialities for good or for evil. The challenge to they 
church and to Christian leaders is to understand 
’ this desire, to meet it with sympathetic interest, and 
to make wise provision for organizations and pro- 
grams which minister to these young people in the 
name of Christ. 

Cooperation in work and play.—The native satis- 
faction found in group membership and in group 
activity has very real significance in the develop- 
ment of the young people for successful member- 


62 INTERMEDIATE METHOD 


ship in society. Important social attitudes, inter- 
ests, and ideals are developed only through experi- 
ence. Such experience occurs usually in the formal 
and informal group relationships and activities. The 
attitudes of fair play and chivalry, the habits of 
team-work and cooperation, and the disposition to 
bear one’s share of the work, can usually be devel- 
oped more effectively through carefully supervised 
group play and work than through any other means. 

It is imperative that these young people develop 
these attitudes, dispositions, and habits if they are 
to take their rightful places in a democratic Chris- 
tian society. The church that fails to do its share 
to make sure that these qualities are developed in 
all the youth of her constituency fails in one of her 
most important responsibilities. The ability to 
“play the game,’ to submerge personal interests 
in the interests of the group, to accept defeat grace- 
fully and to win without boasting should be the 
result of normal social development during these 
years. 

Incomplete and defective social experiences.— 
The social experiences of the young people are fre- 
quently incomplete and unsatisfactory during these 
years. Most of the states of acute self-awareness 
bear witness to and grow out of this condition. 
The awkwardness resulting from the rapid, uneven 
physical growth frequently renders the early adoles- 
cent ill at ease, ungainly, and unable to appear 
at his best. Such states of  self-consciousness 
as bashfulness, reticence, acute self-consciousness, 
boasting, and rudeness make the social experiences 
of the young people unpleasant to themselves and 
annoying or embarrassing to their elders. Many 


IN THE CHURCH SCHOOL 63 


young people do not develop the finest social graces 
until they have passed through early adolescence. 

The social ideal of the kingdom of God.—All 
social activities and group relationships require some 
kind of final interpretation. The full significance 
of membership in the social group, the ultimate 
meaning of group activities, and the nature of the 
ultimate ideal of social life should enter definitely 
into the social experience and training of early 
adolescents. These should all be interpreted in 
terms of the kingdom of God. The young people 
will not fully appreciate the significance of this 
perfect society. Yet the permanent set of their 
lives may now be definitely established toward 
this all-inclusive ideal. The foundation of proper 
mature social attitudes and conduct toward others 
is now very definitely being laid. Furdamental 
conceptions of the obligations, privileges, and 
responsibilities of membership in the church, com- 
munity, and Kingdom are being formed. It is im- 
portant that every effort be put forth during the 
trying and potential years of early adolescence to 
guarantee to young people the broadest, sanest, and 
most dynamic conception of their social living. 
The church school should provide for life at its 
social best. 


RELIGIOUS DEVELOPMENT 


The religious development of the young people 
during these years is the chief concern of those 
who are responsible for the Intermediate church 
school. In the religious life all other aspects of 
education should be harmonized and unified. Work- 
ers with youth should understand the most favor- 


64 INTERMEDIATE METHOD 


able conditions of religious growth during these 
critical years and maintain these conditions through 
the right kind of a program of religious education. 

The importance of these years for the develop- 
ment which takes place in later years can hardly 
be measured. The satisfactory final establishment 
of religious ideals and habits or the development 
of permanent handicaps or moral delinquency may 
be permanently influenced by what occurs during 
early adolescence. The church has been losing 
many of these young people; the more significant 
losses occur, however, immediately following the 
Intermediate years when the training previously 
given is tested in life experience. If religion is not 
vitally established at this time, the subsequent 
losses will be serious indeed. 

Preadolescent religion.—In order properly to 
understand the development which occurs during 
these years something must be known of the reli- 
gious ideas, habits, and experience with which the 
individual comes into this period. Up to this time 
the child’s conduct has been determined largely by 
the influence of external authority. His standards 
of conduct have been shaped largely by parents 
and teachers. Habits of moral behavior have been 
set up in accordance with the will of those whose 
superiority is recognized. Much depends upon the 
character of those who were found in his family 
environment. His early religious life has been 
relatively simple, being limited by the mental 
powers and social horizon of a child’s life. 

The religious life of the preadolescent is primarily 
objective in contrast with the more subjective 
nature of the religion of youth. Scripture, hymns, 


IN THE CHURCH SCHOOL 65 


and other valuable materials have had a permanent 
place in the religious training of childhood despite 
the fact that much of them had little direct per- 
sonal meaning when they were memorized. During 
later childhood boys and girls begin to work over 
their early childhood ideas of God and religion 
into personal beliefs. The extent to which this 
awakened activity of reason and the other changes 
that have occurred in the child’s religious develop- 
ment during preadolescent years have taken place 
will determine in a large manner the nature and 
difficulty of the task confronting the religious leader 
of youth. 

Early adolescent religion.— Religious development 
during early adolescence, like physical, mental, 
and social growth, is characterized by distinguish- 
ing marks which make these years outstanding in 
their uniqueness and importance in the total religious 
development of the individual. Some of these 
characteristics represent accelerated growth along 
lines of development which have been previously 
noticed in life. Others appear to be altogether new 
aspects of life and growth. 

The new self and religion.— Most of these young 
people experience a very definite sense of mental 
and moral independence. The time at which this 
independence appears and the degree of its intensity 
will vary with different individuals. But a marked 
degree of independent thought and action is char- 
acteristic of this period. Youth faces the necessity 
as well as the opportunity of thinking through its 
own problems and making its own decisions with 
respect to vital issues of life. This experience con- 
tributes definitely to consciousness of self as a 


66 INTERMEDIATE METHOD 


distinct personality, different even from those of 
the intimate family circle. 

The growing adolescent is confronted with the 
task of achieving selfhood. There can be no develop- 
ment of self without important moral issues being 
raised for the first time. Many of the common 
experiences of everyday living, considered formerly 
as matters of obedience or disobedience of parents, 
now become personal moral problems. In acquir- 
ing self-hood the individual must consciously under- 
take to control his own conduct. He must hold 
himself responsible for the same. His responses to 
concrete life situations actually come to constitute 
his character. 

The ideas, attitudes, ideals, and motives of the 
individual, likewise, assume moral and religious 
significance as the self emerges. The knowledge 
one has acquired, the attitudes one has developed, 
and the motives which have characterized the 
individual during childhood, will need to be per- 
sonalized and brought into harmonious adjustment 
with the new freedom and responsibility of life. 
The ideas one has held regarding religion, the Bible, 
God, the church should be made over into a personal 
working faith, otherwise they will have no practical 
meaning to the new self. The attitudes, ideals, 
appreciations, and motives which may have been 
more or less unconsciously present in the life be- 
come articulate. They are the objects of direct 
concern. 

One of the most significant aspects of the real- 
ization of selfhood is involved in the new sense of 
freedom. It is more than a sense of freedom; 
it is freedom. In this present day and age the 


IN THE CHURCH SCHOOL 67 


freedom which the young person comes to possess 
early in life is unusual. It is doubtful if any other 
generation of youth has experienced such freedom. 
This is an aspect of religious development that is 
fraught with tremendous possibilities for good or 
evil. In the achievement of selfhood a primary 
question is that of the extent to which young people 
will be capable of using such freedom wisely. Will 
it become license or will it be considered an oppor- 
tunity and a challenge to self-mastery through the 
recognition of religious sanctions? 

New moral sensitiveness.—As the youth assumes 
more directly the control of his own conduct there 
is experienced a quickening of the moral sensibil- 
ities. The uncertainty, restlessness, strain, and 
longings incident to this experience help to sharpen 
moral discrimination. Coming into adolescence, 
the child finds himself experiencing more than he 
can understand, with a hunger for something he 
does not seem to possess, with frequently an inde- 
finable sense of loneliness, and with an intense 
yearning for intelligent sympathy. Frequently he 
becomes acutely sensitive and intensely dissatisfied 
with self, even though the reason for the dissatis- 
faction is not apparent. Becoming conscious of his 
failure to make his conduct conform to his ideals, 
the early adolescent may become hypercritical and 
impatient with respect to his own shortcomings. 

The somewhat unusual manner in which this 
sensitiveness, this vague and unintelligible dissatis- 
faction may be expressed, is suggested by the fol- 
lowing incident: At the close of an ordinary Sunday 
evening preaching service three young. girls 
responded to the rather casual call of the minister 


68 INTERMEDIATE METHOD 


for those who desired to confess Christ or to seek 
help through prayer to come to the altar. They 
were under strong emotional stress, weeping quietly. 
The pastor was surprised, for they were faithful 
Christian girls of his church. When questioned 
they could give no particular reason for their dis- 
tress nor could they state clearly any particular 
need. They just ‘‘felt like coming,” as they ex- 
pressed it. 

This growing moral responsiveness constitutes the 
more active functioning of conscience. It seems 
divinely planned that, when the young person is 
launched upon the sea of life with his own ship 
to steer, a hitherto unknown pilot is discovered 
who becomes the guide for the journey. Normal 
development of the conscience is greatly to be 
desired. Careful training and adequate adult guid- 
ance are necessary as safeguards against over- 
sensitiveness and other abnormal conditions. 

Search for sources of moral control.—The early 
adolescent is in earnest search for sources of help 
in controlling conduct. Control in the past has 
rested very largely in the hands of parents and 
other adults. There has been little call for any 
large measure of personal self-control. These years 
mark the transition of the seat of authority from 
forces without the individual to those which are 
mostly within. 

One of the important sources of internal control 
has already been mentioned—that of conscience. 
The personal ideals which become increasingly 
clear and definite during these years are also im- 
portant sources of control. Such character traits as 
honesty, purity, helpfulness, and unselfishness are 


IN THE CHURCH SCHOOL 69 


built up. The development of motives that are in 
harmony with the best interests of the individual 
and of the social group brings into experience 
significant sources of control. Religious develop- 
ment includes the realization of these ideals and 
the establishment of these motives. It secures the 
proper functioning of the conscience. It eventuates 
in conduct that conforms to moral standards. | 

This search for the source of control should 
result in the bringing of the strongest religious 
sanctions and supports to the efforts of the young 
person properly to direct his life. The conscience 
should be guided by the most helpful information 
attainable in the form of precepts and story. The 
influence of personal example should be felt. The 
ideals and motives which are set up in the life of 
the young person should be nothing less than those 
exemplified in the life and teachings of Jesus. All 
of the emotional warmth that religion can throw 
about ideals, all the ‘‘drives’” that religious con- 
viction can give to motives, and all the devotion 
that can be stimulated in young hearts to the 
transcendent Christ, should be released and made 
available as reenforcements to moral conduct. 

The outreach toward God.—The conditions pre- 
viously described, the new realization of a self, the 
increased moral sensitiveness, the awakened con- 
science, and the search for sources of control, all 
combine to make the whole nature of the early 
adolescent responsive to the appeal of the Divine. 
Practically all young people who come from religious 
homes experience during these years a distinct 
desire to come into close contact with God. They 
are conscious of a more or less unintelligent out- 


70 INTERMEDIATE METHOD 


reach of their spirits “if haply they might feel after 
him and find him” in satisfying and helpful rela- 
tionships. It is inevitable that normal young 
people should seek to know God in intimately per- 
sonal and meaningful terms. 

Religious aspirations are warm and_ vibrant. 
“Religion is simply one’s whole bearing toward 
that which is held to have highest value.... We 
worship the objects or persons that we feel to be 
most impressive and sacred. The adolescent mind 
naturally moves out toward the ideal—toward 
whatever seems to be most powerful, most beau- 
tiful, most worthy of confidence, most effective in 
causing things to happen.... To try to realize the 
ideal is a universal adolescent endeavor. That is, 
religion is now natural. ... Conduct that is brought 
into harmony with one’s conception of what is of 
greatest value, thereby becomes religious. It is 
thus that religion permeates all life and gives ‘tone’ 
to it. Religion affects every thought, impulse, and 
desire.” 

This “outreach” occurs with varying degrees of 
intensity with different individuals. With many 
young people the process goes on so gradually as 
to be almost unknown to them or unnoticed by 
those close to them. Or the development may go 
on silently for a while, suddenly to break out into 
a startling struggle between old ideals and habits 
and those that are new. It is important that this 
natural responsiveness of the individual may be 
given proper encouragement, that it be kept from 
developing into abnormal and unfortunate forms, 


1 Richardson, Norman E., The Religious Education of Adolescents, pp. 78-80, 
The Abingdon Press, 1918. 


IN THE CHURCH SCHOOL at 


and that it be made effective in producing desired 
results in conduct. 

Establishment of a personal ideal.—As the self 
emerges it inevitably seeks an ideal, a pattern by 
which to build. This search for an ideal does not 
usually come forward with definite consciousness 
on the part of the young person. It is, rather, 
the slow unconscious search for the man or woman 
who represents to him the ideal, the one who com- 
mands respect and prompts enthusiastic hero wor- 
ship. While the youth is still thinking for the 
most part in terms of the practical concrete realiza- 
tion of the ideal person, yet he is becoming increas- 
ingly able to construct his hero, his ideal, by a 
combination of abstract qualities of character. 

The young person’s desire for intimate contact 
with God and for a concrete realization of his 
personal ideal should lead him to discover and 
worship Christ as the expression of God in the 
flesh and as the ideal human character. The 
religious training the young person receives, above 
all things else, should result in the discovery of 
Christ as the supreme ideal of the life. He should 
be aided in finding in him all those qualities of 
character and abilities in living which are beginning 
to make their appeal as supreme values. His 
religious training should bring about increasing 
integration of his personality, his interests, and his 
loyalties about the person of Christ. 

Effort to realize ideals in everyday living.—A 
very practical aspect of the moral and religious 
development of the early adolescent is his effort 
to carry his ideals over into conduct. He is char- 
acterized by a strong desire “to live Christianity”’ 


ad 


72 INTERMEDIATE METHOD 


rather than to theorize about it. Much of the 
unrest and discouragement experienced now grows 
out of his failure to ‘‘measure up” in conduct. He 
is conscious of shortcomings in daily living. One 
of the practical questions frequently asked by 
young people is, “‘Can a person do this and be a 
Christian?” This general effort to realize the 
Christian ideals in everyday conduct represents 
one of the most critical aspects of adolescent reli- 
gious nurture. Adequate religious training should 
provide helpful solutions to the many practical 
problems that arise and should give guidance in 
matters of everyday conduct. 


ASPECTS OF RELIGIOUS DEVELOPMENT 


Religious educators should be vitally interested 
in determining the extent to which moral and 
religious development is actually taking place. 
They should not be content to assume that because 
pupils are engaged in certain religious activities 
they are therefore necessarily experiencing moral 
and religious growth. Unless the activities are 
really educational, little if any religious develop- 
ment occurs. A pertinent question for the leader 
of Intermediates to ponder is, When is a youth 
experiencing moral and religious growth? 

How can religious development be measured?— 
The answer to this question involves some kind of 
standard or set of norms against which to measure 
growth. It also involves the use of instruments of 
measurement by which growth and achievement can 
be ascertained. Increasing interest is centering in 
the efforts of educators to devise accurate instru- 
ments by which intelligence and mental growth 


IN THE CHURCH SCHOOL "3 


can be measured. Tests and measurements in the 
past have been concerned primarily with determin- 
ing the extent to which the individual had mastered 
certain material such as geography, history, and 
mathematics. In religious education, the number 
of tests and measures thus far devised has been 
relatively few. 

To-day efforts are being made by religious educa- 
tors to measure more accurately the information 
that pupils have mastered in their study of religion. 
But, more important, they are endeavoring to 
devise methods by which attitudes, motives, and 
actual skills in living may be measured. No marked 
progress has been made in this direction as yet, 
but the results to date suggest that possibly before 
long helpful methods will be available for measuring 
vital aspects of moral and religious growth.? 

Aspects of religious development.—It is important 
for those who are helping to train youth, to be 
familiar with some categories by which they can 
judge religious experience. Such categories should 
be concrete and definite rather than indefinite or 
intangible. They will necessarily suggest the out- 
comes of religious development. They will need 
to be sufficiently adaptable to permit of fairly 
_ accurate estimate of the growth that is now actually 

2¥For tests on information see the following: ‘‘Biblical Knowledge Test, A,” 
Old Testament, Whitley, Bureau of Publications, Teachers College, New York. 


“Sunday School Examinations, A,” by Giles, State Superintendent of Education, 
Madison, Wisconsin. 


For character traits and moral discernment tests see: ‘“Multiple Choice Test 
of Religious Ideas,’’ Chassell and Chassell, Indiana Survey of Religious Educa- 
tion, Vol. II, George H. Doran Company, New York. “Test of Ability to Weigh 
Foreseen Consequences,’ Chassell, Teachers College Record, January, 1924. 
“A Scale for Measuring the Importance of Habits of Good Citizenship,’’ Chassell 
and Upton, Bureau of Publications, Teachers College, New York. msult also 
The Function of Ideals and Attitudes in Social Education, Voelker, Columbia Univer- 
sity Press, New York. Watson, Goodwin B., “The Measurement of Fairminded- 
nese, 1925) Bureau of Publications, Teachers College,; Columbia University, 

ew York. 


74 INTERMEDIATE METHOD 


taking place. They will be highly valuable to 
leaders in suggesting the points to be stressed in 
building and administering the Intermediate church- 
school program. 

The following eight aspects of religious develop- 
ment are suggested as an outline of important 
lines along which religious development should 
take place during these years.? 

(1) Supreme loyalty to God as Father and as sanc- 
tioner of the moral order.—Personal loyalty to a 
heavenly Father who has established and is main- 
taining a moral order in the universe may be 
considered a basic requirement of Christian develop- 
ment. The majority of early adolescents have a 
childish and rather hazy conception of a> heavenly 
Father and of the goodness of the universe about 
them. This childish faith should be made over 
into the intelligent personal faith of a maturing 
mind. This will not be achieved in its entirety by 
any means during early adolescence. However, the 
Intermediate may be judged with respect to whether 
or not he is coming into an appreciation of the 
fact that he should sustain a reverent, personal 
relationship to God. His Christian development 
may be considered defective if this loyalty is not 
being established. 

(2) Recognition of self as a disciple of Chrisi.— 
For the Christian religion, the acceptance of Christ 
as Lord and Master of the life is a supreme test. 
Normal religious development should lead naturally — 
during these years of spontaneous hero worship to 
the establishment of Christ as the transcendent hero 


* This list of phases of development is taken from an outline of a course of lec- 
tures delivered by Dr. Norman E. Richardson of Northwestern University. 


IN THE CHURCH SCHOOL rE 


of the young life. The youth should find increas- 
ingly all his ideals of character and _ personality 
embodied and expressed in the person of Christ. 
Such acceptance should be more than a personal 
relationship to Christ. It should involve public 
acknowledgment of sincere discipleship. 

The religious development during these years 
involves the conscious assuming of the full obli- 
gations of discipleship of Christ. Young people 
should recognize themselves as champions of the 
cause of Christ in the world program. Nominal 
discipleship, or allegiance on the basis of family 
religion, should be superseded by a strong personal 
loyalty. The ultimate test of Christian develop- 
ment is a life and personality that are being inte- 
grated with reference to Jesus Christ. 

(3) Social fellowship with the disciples of Christ.— 
The Christian religion demands social expression. 
It involves social relationships. To be religious 
one should be disposed and able to maintain cordial, 
wholesome social fellowship with one’s fellow Chris- 
tians. This is a test which is particularly appro- 
priate with respect to the religious development of 
early adolescents. It implies profitable relationships 
within the larger social group, the community. 
They should be experiencing a definite sense of 
fellowship with some organized body of Christian 
believers, some church. This sense of kinship with 
other disciples should have as its natural outcome 
the desire to hold membership in the church of 
Christ. Young people should begin definitely to 
share the spirit, the enthusiasms, and the respon- 
sibilities of church-membership. 

(4) Intelligent use of the accredited means of 


76 INTERMEDIATE METHOD 


worship.—Central in religious experience is the act 
of worship. Worship is as old and varied in its 
forms as/is religion itself. Protestant denomina- 
tions have developed a wide range of materials, 
methods, and forms of worship which are used in 
common. The Intermediate may be considered as 
developing an outstanding religious trait when he 
manifests a disposition to engage in the accredited 
modes of worship, when he makes intelligent use 
of the materials of worship, and when he endeavors 
to contribute to the worship experience of the social 
group. Development in this respect will be 
gradual. Very definite interests and habits with 
respect to worship should characterize Intermediates 
by the close of this period. 

(5) Personal beliefs that are consistent with the 
best theological thinking of the church.—Intelligence 
regarding the cardinal doctrines formulated by the 
best theological thinking of the church will be 
expected of one who is religiously educated. Hair- 
splitting metaphysical and theological discussions 
are not involved in this requirement. The Inter- 
mediate will manifest deeper interest in the more 
objective facts. Such matters as the personality 
and attributes of God, the person and work of 
Christ, the nature and power of the Holy Spirit, 
sin, salvation, faith, eternal life, and the sacraments 
should be assuming significance in the religious 
thinking of young people. They should be mani- 
festing a disposition and ability to make use of 
such materials in fashioning a personal working 
faith. 

(6) Intelligent use of the Bible and other devotional 
literature.—It is inconceivable that anyone could be 


IN THE CHURCH SCHOOL 7 


considered Christian who does not know and use 
in private devotions the Bible and other sources 
of religious knowledge. The experience of count- 
less numbers of Christians testifies to the fact that 
the Bible and such literature constitute virtually 
“the bread of life.’ In order to sustain a vital 
religious experience constant use of such literature is 
necessary. The religious development of the Inter- 
mediate will be determined, in part, by his famili- 
arity with and habitual use of the Bible and other 
devotional literature. 

(7) Conformity to ethical ideals in daily living.— 
One’s profession of Christianity, one’s assent to 
doctrinal beliefs, and one’s practice of worship are 
discounted if the daily life does not conform to the 
ideals of daily living as taught by Christ. This 
is a final and supreme test of religious development. 
Young people of Intermediate age will not be 
expected, of course, to meet an absolute test in 
conduct. But there should be observable in their 
lives an earnest effort and an increasing ability to 
make conduct conform to Christian standards of 
living. The social implications of religious faith 
should be increasingly appreciated. The early 
adolescent should be conscious that his failure or 
success in making conduct conform to Christian 
ideals is not alone a personal matter but that it 
has broad social results. 

(8) Support of the social service and missionary 
programs of organized Christianity.—The modern 
conception of Christianity requires that a strong 
emphasis be placed upon service. A true con- 
ception of Christian living includes devotion to the 
social service and missionary programs of the 


78 INTERMEDIATE METHOD 


church. A Christian will be judged with respect 
to his interest in and contribution to the missionary 
and service programs of organized Christianity. 

Intermediates who are receiving effective religious 
training should be manifesting personal interest in 
the more extensive program of the church. They 
should be sensing the world-wide implications of 
the gospel of Christ and the meaning of his church 
to the entire world. As a result of this under- 
standing they should be seeking and using oppor- 
tunities to give assistance in the successful prosecu- 
tion of the great programs of organized Christianity. 
Their contributions may not be of large financial 
value to the church during these years, neverthe- 
less, the spirit and intelligence with which they 
are made have an important bearing upon their 
ultimate relationship to the work of the kingdom. 
Activities corresponding to the ideal of stewardship 
should characterize their conduct. 


For further study: 


1. Observe carefully a group of early adolescents, 

noting their social attitudes and conduct. 

2. In what way does group loyalty prepare young 
people for church membership? 

.. State specific ways in which young people may 
be brought into the social fellowship of the 
church during these years. 

. Indicate ways in which the physical, Paya 
and social growth of these years influences 
religious development. 

5. Point out specific evidences of increasing moral 

sensitiveness among early adolescents of your 
acquaintance. 


W 


os 


IN THE CHURCH SCHOOL 79 


6. Suggest a more extended list of phases of 
growth which may serve to measure reli- 
gious development. 


For further reading: 


Tracy, Frederick, The Psychology of Adolescence. 

Richardson, Norman E., The Religious Education 
of Adolescents. 

Mudge, E. Leigh, The Psychology of Early Ado- 
lescence. 

Moxcey, Mary E., Girlhood and Character. 


Ja 
rive 





PART II 


MATERIALS AND METHODS 


Tht t 


Lye SN RS 





CHAPTER IV 


THE AIM OF RELIGIOUS EDUCATION 
FOR EARLY ADOLESCENTS 


IT is impossible to build an effective program of 
religious education for early adolescents without a . 
clear conception of the objectives to be achieved. 
Workers with young people need to pause fre- 
quently to ask themselves the question, What is 
it all about? What purposes do the activities, 
meetings, organizations serve? Are they worthy of 
the time and effort given to them? Are clearly 
conceived objectives guiding in building and admin- 
istering the program of religious education for 
youth? 

The aim of religious education is conceived from 
widely different standpoints. On the one hand, it 
is considered to be essentially the memorization of 
Bible verses, the storing of the mind with materials 
from the Bible which, it is assumed, automatically 
will be applied to life as occasion may require. 
This notion of religious education carries with it 
the idea that education is primarily the transfer 
of materials from a book to the mind of the indi- 
vidual. In religious education the book is the 
Bible. Other widely accepted objectives include 
preparation for church membership, conversion, train- 
ing in the liturgy of the church, and indoctrination 
in some particular system of theological beliefs. All 
of these objectives have been the result of practical 

83 


84 INTERMEDIATE METHOD 


experience. They reflect the values which church 
leaders consider to be vital. 

On the other hand, attempts are being made to 
state the aim of religious education in terms in 
keeping with the most trustworthy principles of 
religious education. In the field of general educa- 
tion, efforts are being made to discover scientifically 
the nature of individual growth, the needs of the 
individual, the needs of society, and to shape the 
objectives which are to control the educative 
process in conformity with these needs and capabil- 
ities. From these scientific studies and experiments 
statements of the objectives of general education 
are coming, and then these statements are made 
the basis for the constant improvement of the 
curriculum of the public schools. 

Such scientific procedure will likewise come to 
characterize religious education. ‘The aims should 
be formulated upon the basis of a knowledge of 
the laws of the religious development of adolescents 
and of the needs of these young people and of 
society. 


NATURE AND FUNCTION OF EDUCATIONAL AIMS 


A distinction should be made between the means 
and the ends of religious education. A clear under- 
standing of the nature and function of the aim is 
prerequisite to an intelligent grasp of the materials 
and methods to be used. Such an understanding 
will help to make intelligible and practicable the 
task which confronts the leader. To be without 
such a clearly defined aim is to be as a ship with- 
out compass, rudder, and known destination. 

How are aims determined?—An aim implies 


IN THE CHURCH SCHOOL 85 


orderly procedure toward a_ predictable goal. 
Progress is made in line with one’s purpose as the 
goal is approached. Aims, therefore, should be 
flexible and capable of adaptation to conditions 
of change and growth. At all times the objectives 
set up will grow out of the needs of the individual 
as discovered in an analysis of the activities in 
which he engages and of the social order of which 
he is to become a member. 

The aim should be meaningful in the light of 
the current life activities of the young people. The 
objectives of religious education for early adoles- 
cents will be concerned primarily with the changes 
and development which should be brought about 
in their lives rather than with any materials, organ- 
izations, and activities which may be employed to 
bring about these changes. The objectives will be 
stated in terms of the attitudes, appreciations, 
dispositions, habits, and skills which constitute the 
character and personality of the youth. 

The objectives will be determined also by the 
needs of the social life which the young people 
are coming more fully to share. Each individual 
must live his life as a part of the complex social 
order about him. FEach individual, early in life, 
should learn to bring his interests, desires, and 
conduct into harmony with the best interests of 
society. His life is inextricably interwoven with 
that of the social group. The best interests of the 
individual and of society should be brought into 
harmonious adjustment through the program of 
religious education. It is exceedingly important 
that the finest social virtues and the noblest social 
attitudes be made central in the statement of the 


86 INTERMEDIATE METHOD 


objectives of the moral and religious nurture of 
young people of this age. 

The objectives which are set up to guide the 
process of religious education should be such as 
can be realized in present experience. While the 
aim of religious education should point to the final 
results to be achieved through the program, yet 
it should also suggest definitely the phases of that 
growth which can be realized in the lives of the 
young people here and now. The immediate 
changes to be wrought in the lives of the young 
people are of vital concern to the leaders. With- 
out a knowledge of these the teacher or leader 
cannot intelligently plan the work of the day or 
the week. 

Of what use are aims?—The function of the aim 
has been suggested in part. Essentially it is to 
make procedure purposeful and intelligent. The 
teacher who has an aim acts with definite inten- 
tion, not haphazardly and blindly. He has a goal 
to be attained, an objective to be gained. As ob’ec- 
tives are selected, all the elements of the educative 
process take on meaning and find their respective 
places with reference thereto. Thus the aim serves 
to guide in the selection of the materials to be used, 
to determine the methods of teaching to be em- 
ployed, to indicate the organizational features to 
be included in the program, and to suggest the 
scope and nature of the activities to be engaged in. 

Properly selected objectives serve also as a 
standard by which progress and achievement may 
be measured. The religious educator will have need 
of criteria by which to determine the extent to 
which he is successful in his efforts. The value of 


IN THE CHURCH SCHOOL * 87 


every phase of the program will need to be deter- 
mined by the extent to which it contributes to the 
final realization of the objective. 


OBJECTIVES OF JUNIOR HiGH ScHOOL EDUCATION 


The religious education of early adolescents is 
but one phase of their complete development. The 
education of the youth in the public school cannot 
be arbitrarily separated from that which occurs in 
the church school. Both types of education are 
concerned with the same individuals. General 
education and religious education have a task in 
common. Each aspect of training is bound to be 
influenced by the other. For all too long they 
have gone their individual ways without proper 
understanding of and regard for what each has 
been attempting to accomplish. Those responsible 
for the religious nurture of Intermediates should 
know what the public-school educators are endeav- 
oring to do for and with young people of this age. 

Objectives of secondary education.—The state- 
ment of the aim of secondary education as adopted 
by the North Central Association of Colleges and 
Secondary Schools is perhaps as representative as 
any of the many that are available. This will 
serve to acquaint leaders in religious education not 
only with the content of the aims but also with 
the methods employed to make them intelligible 
and helpful to the average teacher. 


The ultimate aim stated in terms of dispostitons and 
abilities may be summarized as follows: 


(1) To maintain health and physical fitness. 
(2) To use leisure time in right ways. 


88 INTERMEDIATE METHOD 


(3) To engage successfully in vocational activities. 

(4) To sustain successfully certain definite social rela- 
tionships such as civic, domestic, community, 
and the like. ... 


The immediate aims, those which guide in the selec- 
tion of means, in the choice of method and in determin- 
ing school organization, need to be stated clearly and in 
detail. Ultimate aims are stated in terms of dispositions 
and abilities while the immediate ones are thought of 
in terms of acquiring and developing. 

The immediate aims may be summarized as follows: 

(1) Acquiring fruitful knowledge. 

(a) Preparatory to acquiring other knowledge. 

(b) Knowledge which functions directly in de- 
veloping abilities. 

(c) Knowledge which is useful in control of life 
situations. 

(2) Development of attitudes, interests, motives, ideals, 

and appreciations. 

(3) Development of definite mental techniques in 

memory, judgment, imagination, and the like. 

(4) Acquiring right habits and useful skills. 


Development of the Junior high school.—Striking 
changes have been occurring within the field of 
general education during the past two decades. 
The changes have resulted largely from the applica- 
tion of more nearly scientific method in determining 
the nature of growth, in defining the objectives of 
education, and in discovering the types of schools 
and programs which are best adapted to the differ- 
ent age-groups. It is out of this process that the 
Junior high school has come. It is the result of 


1 Proceedings of the North Central Association of Colleges and Secondary 
Schools, 1923, pp. 34-35. 


IN THE CHURCH SCHOOL 89 


the effort to determine the kind of program which 
is best adapted to those years during which young 
people are truly ‘intermediate,’ the years follow- 
ing their completion of the elementary work of the 
grade schools and preceding the more advanced 
work of the Senior high schools. 

A number of distinct features characterize the 
new Junior high school. These include a separate 
organization for grades 7, 8, and 9, a separate 
building in which they meet, a staff of teachers 
and officers especially trained to deal with this 
age, the organization of the subject matter on a 
partially or completely departmentalized basis, edu- 
cational and vocational guidance, elective studies, 
and the organization and supervision of pupil 
activity in such a manner as to secure the finest 
school spirit and discipline. ‘These features sug- 
gest the definiteness with which the objectives and 
methods of education are being determined in 
public-school education for this age. 

Current emphasis on character education.— Many 
admirable and helpful statements of the objectives 
of moral and character education have appeared in 
recent years, due to the increasing attention being 
given to character development by public-school 
educators and others. One.of the most suggestive 
of these is to be found in the Iowa Plan of Character 
Education Methods. This plan includes the fol- 
lowing list of life situations for which preparation 
on the part of the individual is demanded: prep- 
' aration for health, preparation for life in the group, 
preparation for civic relations, preparation for indus- 
trial and economic relations, preparation for a 
vocation, preparation for parenthood and family 


go INTERMEDIATE METHOD 


life, the mastery of tradition, preparation for appre- 
ciation of beauty, preparation for the right use of 
leisure time, preparation for reverence, preparation 
for creative activity. The authors contend that 
“these main attitudes, constituting the life of the 
ordinary person, can be made the practical fulfill- 
ment of the moral law.’” 

Another suggestive statement is that contained in 
the “Course in Citizenship Through Character 
Development” of the Boston public schools. The 
program outlined calls for the training of the chil- 
dren to be good through the development of qualities 
of noble character. ‘“‘The following virtues are 
fundamental and therefore of vital importance: 


1. Self-preservation through the reasonable observance 
of the laws of health. 
. Self-control. 
. Self-reliance. 
Truthfulness and reliability. 
. Justice as shown in clean, fair play. 
. Conscientiousness in the doing of one’s work to 
the best of one’s ability. 
7. Faithfulness to duty. 
8. Willingness to cooperate in working harmoniously 
and well with others. 
9g. Kindness toward all. 
10. Obedience to duly constituted authority. 
11. Loyalty to home, to school, to country, to faith.’ 


An pwn 


This outline of virtues is based upon the well- 
known Hutchins Code of Morals. 


2 Character Education Methods, The Iowa Plan, 4922 pp. 6-8, Character Edu- 
cation Institution, Chevy Chase, Washington, DG 


3 “Course in Citizenship Through Character Development,” School Document 
No, 10, 1924, Boston Public Schools, p. 17. 


IN THE CHURCH SCHOOL QI 


GENERAL AIM OF THE INTERMEDIATE 
CHURCH SCHOOL 


The objectives of the program of religious educa- 
tion for early adolescents should be stated with as 
much definiteness and intelligence as characterize 
the statements of aim in general education. Such 
a statement should have a sound basis in the 
religious experience of the young people. Religious 
educators can formulate a statement of objectives 
which not only will guide their procedure but which 
also will inform public-school educators and parents 
with regard to the purpose of religious education 
for the Junior high-school age. It will afford a 
basis for definite attempts to correlate and bring 
into more harmonious adjustment the efforts of all 
groups in the education of the same individuals. 


22 corm oi 


tion for adolescents is that of the popular phrase 
“the fourfold life.’ This conception has grown out 
of the increasing emphasis which has been placed 
during the last two decades upon the ‘rounded 
development” which it is believed Christianity 
should bring to all young people. The fourfold 
life has reference to the development of the physical, 
mental, social, and religious aspects of life. This 
understanding of the broad nature of religious 
education has led leaders to place a very whole- 
some emphasis upon the physical welfare, the mental 
development, and the social growth of the young 
people. It has enabled large numbers of young 
people to gain a better understanding of the broad 
scope of the Christian religion in its personal appli- 
cation to their lives. 


92 INTERMEDIATE METHOD 


For popular purposes this term will doubtless 
continue to be used for some time to come. ‘There 
is need, however, of an interpretation that is more 
explicit and detailed than this popular conception 
and yet one that is pedagogically and psycholog- 
ically sound. The fourfold terminology is becoming 
hackneyed in its use. It makes arbitrary and un- 
fortunate distinctions between the different aspects 
of life. It does not serve satisfactorily as a state- 
ment of either the general or the particularized aim 
of religious education for youth. For those respon- 
sible for building a program a more specific state- 
ment of the general and particularized objectives of 
religious education is required. Such a list of 
specific objectives will reveal many important 
phases within each of the “fourfold” aspects of 
development which need to be carefully considered. 

Objectives of the International Council of Reli- 
gious Education.—A helpful statement of objectives 
for early adolescent religious education is that 
formulated by the Sunday School Council of Evan- 
gelical Denominations several years ago. It was 
later revised and adopted by the International 
Council of Religious Education. It is concerned 
primarily with personal religious development and 
church relationships. According to this statement 
the definite aims of religious education for young 
people are: 


(a) The acceptance of Jesus Christ as a personal 
Saviour and Lord. 

(b) A knowledge of Christian ideals. 

(c) A personal acceptance and open acknowledgment 
of these ideals. 


IN THE CHURCH SCHOOL 93 


(dq) A public acceptance of the privileges and oppor- 
tunities of church membership. 

(e) The development of the social consciousness, and 
the expression of the physical, social, mental, 
and religious life in service to others. 

(f) A knowledge of Christian principles in choosing 
a life work or vocation.‘ 

Abundant life in Christ the great objective.—The 
general aim of religious education is to lead the 
young people to experience abundant life in Christ. 
The supreme purpose is to secure Christlike living. 
The end of all religious nurture is Christian character 
which expresses itself adequately in all of life’s rela- 
uuonships. ‘The objective will be realized only when 
the young people are actually living the Christian 
way, are controlling their thought and conduct in 
terms of Christian ideals and motives. This is an 
objective which affects the everyday procedure of 
the religious educator, and it is an aim which will 
not be realized in a brief period of time. Its attain- 
ment will necessarily cover a long period of time 
and even then will only approximate the ideal. 
The goal is never more than partially realized, yet 
it constitutes the central objective in which all 
detailed aspects of religious education find at once 
their source and end. 


THE PARTICULARIZED OBJECTIVES OF THE 
INTERMEDIATE CHURCH SCHOOL 


The leader of early adolescents needs more than 
a knowledge of the general aim of religious educa- 
tion. He should have a thorough understanding of 

4 Minades cs the Susday School Council of Evangelical Denominations, 1917, Pp. 5: 


Sava gaary ulletin, No. 2, April, 1923, International Council of Religious 
ca 


94 INTERMEDIATE METHOD 


the specific objectives as they relate to young 
people of this age. These objectives serve to guide 
the individual steps in religious education. They 
point definitely to certain knowledge, attitudes, 
dispositions, ideals, motives, and habits which 
should come to characterize these young people 
here and now. While the particularized objectives 
include aspects of development which are continuous 
throughout the entire period of growth, neverthe- 
less they should indicate the degree of development 
desired and considered possible during the years 
twelve, thirteen, and fourteen. 

Detailed aspects of religious development.—In 
Chapter III, eight aspects of religious development 
were suggested. The practical implications of 
each of these phases of developing experience should 
be understood by those charged with the building 
and administering the program. The questions, 
‘‘When are early adolescents religious?”’ and “‘How 
can we develop young people religiously?’ can be 
answered only as these specific objectives are pur- 
sued from day to day in the light of the changes 
they are causing in religious experience. These 
phases in religious development, it will be re- 
called, are: 


1. Supreme loyalty to God as Father and sanc- 
tioner of a moral order. 
2. Recognition of self as a disciple of Jesus Christ. 
. Social fellowship with his disciples. 
4. Intelligent use of the accredited means of wor- 
ship. 
5. Personal beliefs that are consistent with the 
best theological thinking of the church. 
'P, 72, 


WwW 


IN THE CHURCH SCHOOL 95 


6. Intelligent use of the Bible and other devo- 
tional literature. 
7. Conformity to ethical ideals in daily living. 
8. Support of the social service and missionary 
_ programs of organized Christianity. 


In analyzing the specific objectives two factors 
Should be held in mind. First, the definite results 
to be obtained may be stated in terms of disposi- 
tions and abilities of one kind or another. Second, 
the detailed elements of the specific objectives may 
be grouped according to three major “centers of 
organization.”’ These centers are, first, knowledge; 
second, attitudes, appreciations, ideals, and mo- 
tives; and, third, habits and skills. Within the 
limits of this text, the analysis of these particular- 
ized objectives at best can be only suggestive of 
the careful study in which the individual workers 
may engage in their efforts to make the program 
minister in a most vital manner to the needs of 
the young people. 

Abundant life in Christ expressed in twelve ways. 
—A complete statement of the particularized objec- 
tives should emphasize all the important phases of 
the task of religiously educating early adolescents. 
A tentative statement of particularized objectives 
has resulted from studies undertaken at different 
times by different groups interested in a church- 
centered program for youth. According to this 
statement the abundant life in Christ expresses 
itself in the disposition and ability to achieve and 
maintain 


6 These studies have been conducted for the most part by groups working under 
the direction of Professor Norman E. Richardson, Northwestern University. 


96 INTERMEDIATE METHOD 


. Physical health and vitality. 

. Mental health and alertness. 

. Proper unspecialized social contacts. 

. Right economic and business relations. 

. Vocational specialization and efficiency. 

. Suitable avocational activities. 

. Right family relationships. 

. Proper larger social or civic responsibilities 
and relationships. 

9. World friendship. 

10. Efficient church membership. 

11. Stewardship of money, time, personal influ- 
ence, and talents. 

12. Wholesome personal devotional life. 

These objectives grow out of an analysis of the 
major activities and relationships in the lives of 
early adolescents and of society about them. Each 
specific objective represents a dominant life interest 
or need. Complete and rounded development of 
character involves an adequate expression of per- 
sonality through the achievements of these dis- 
positions and abilities. To fall short of the achieve- 
ment of any one of them is to lessen the strength 
and effectiveness of character. It is necessary in 
religious education to analyze in detail the atti- 
tudes, the knowledge, the ideals, and habits which 
are essential to the finest type of Christian living. 
This analysis is merely suggested in this treatment, 
but the individual student or worker will find it 
highly useful as an organization of particularized 
objectives. 

Physical health and vitality.—The physical well- 
being of the early adolescent boy and girl is of 
vital concern to the religious educator. The most 


On AM PW DN 


IN THE CHURCH SCHOOL 97 


complete expression of Christianity is best expressed 
when there are abundant health and physical vitality. 
This is, of course, the conscious objective of the 
modern public school. It is also the recognized 
objective of numerous other agencies and organ- 
izations dealing with early adolescents. The church 
will not endeavor to compete with or duplicate the 
work of any or all of these agencies. Rather the 
policy will be one of cooperation. The first and 
vital concern of the church is to make sure that 
each of her youth is given abundant opportunity, 
in one form or another, to achieve and maintain 
physical fitness. In case the proper opportunity 
and stimulus for such achievement are not other- 
wise provided, it certainly becomes the responsibility 
of the church to extend her program to include 
this opportunity. 

Whatever may be the means through which 
physical health and vitality are promoted, the 
church has an inescapable responsibility. It is 
that of supplying early adolescents with the right 
motives for proper physical development. It is 
that of establishing suitable ideals with respect to 
the care and use of bodily powers and the cultiva- 
tion of wholesome attitudes toward the physical 
self. The obligation resting upon the church pro- 
gram is that of leading the youth to appreciate the 
fact that his body is the temple of the Spirit and 
to understand the close relationship which exists 
between the care of this temple and spiritual wel- 
fare. A diseased, physically impotent society | 
contradicts the ideal of the kingdom of God. Such 
a society can be avoided only as its members are 
informed regarding the laws of physical well-being, 


98 INTERMEDIATE METHOD 


are possessed of the right attitudes, and are skilled 
in achieving and maintaining physical health and 
hygiene both as individuals and as members of 
society. 

Mental health and alertness.— Mental soundness 
and alertness are prerequisites of the best moral 
conduct and religious development. Christianity 
places no premium upon ignorance. Moral conduct 
and an adequate expression of Christianity require 
a background of mental health and efficiency. The 
church, therefore, must be directly concerned with 
the development of the mental abilities of her 
young people. 

Mental health and alertness form a most definite 
objective of secondary education. The high school, 
however, does not have control over all the forces 
and influences which contribute to or hinder the 
achievement of this objective. One of the primary 
concerns of the high school is to enable the pupil 
to acquire certain bodies of information and to 
develop certain mental techniques. In many ways 
it aims also to develop healthy tastes and whole- 
some appreciations. But in the last analysis, the 
school can stop far short of what the church is 
interested in and consider its aim realized. For 
mental acumen is unsafe unless controlled by the 
highest spiritual motives. 

The church is concerned to make sure that 
proper mental attitudes are formed, that whole- 
some tastes and appreciations in literature and the 
various fields of learning are cultivated. It is 
interested in developing a wide range of cultural, 
avocational and recreational pursuits. Leaders of 
youth in the church are concerned to make sure 


IN THE CHURCH SCHOOL 99 


that a perspective is gained which will serve as an 
adequate basis for forming independent moral 
judgments. The church is interested to have the 
mental abilities and information gained in the 
public school serve the ends of religious education. 
All mental training should make it possible for 
young people to serve more effectively the interests 
of the Kingdom. Such abilities and information 
should help the Intermediates to become intelligent 
as well as devout Christians. 

All leaders of early adolescents should assume 
their share of the responsibility of guiding these 
young people past the mental shoals of cheap 
fiction, lewd movies, and from mental impressions 
coming from the uncensored trash and moral filth 
spread before them daily in the “yellow” press. A 
thoughtful review of the forces and influences play- 
ing upon the minds of the young people and making 
for low idealism and perverted moral tastes will 
reveal how great a struggle must be waged to insure 
mental soundness and health to the oncoming 
generation. Religious leaders should make sure 
that the early adolescent comes through these years 
free from undue anxiety, persistent worries, melan- 
cholia, and other abnormal mental states. 

Proper unspecialized social contacts.—The train- 
“ing of Intermediates in general social abilities and 
attitudes is greatly needed. Young people of this 
particular age need to know how to get along well 
with different individuals and groups under a wide 
variety of conditions. Excessive individualism, 
crude social behavior, embarrassment in the presence 
of others, and inability to cooperate are all handicaps 
to the early adolescent in his social life. Good 


100 INTERMEDIATE METHOD 


manners, ability to cooperate with others, and social 
grace are assets in the religious life as well as in 
other aspects of living. This objective may be under- 
stood to include a wide range of social attitudes 
and practical social abilities. 

This objective bears directly upon the attainment 
of several of the standards of religious development. 
Satisfactory and profitable fellowship with other 
followers of Christ cannot be sustained without the 
realization of this objective. The youth who has 
achieved social grace and ease, who knows how to 
get along tactfully and sympathetically with those 
of his social environment, who knows how to co- 
operate in social enterprises either as follower or 
as leader, will be able to maintain a fellowship which 
will be profitable both to himself and to the group 
with which he is identified. For the youth to fail 
in such development will mean impoverishment of 
his own life and a loss to society. 

General social development will also be necessary 
in order that the early adolescent may be able to 
use the accredited means of worship. A socially 
untrained youth, one who does not know how to 
merge his interests and desires with those of the 
group, cannot enter spontaneously into worship as 
a great social experience. The knowledge, attitudes, 
and dispositions involved in the realization of this 
objective are quite essential as a part of the develop- 
ment of the young person who should be able to 
make a contribution to the social service and mis- 
sionary programs of the church. 

All class meetings, social activities, recreational 
programs which come within the life and under the 
supervision of the church should be of such char- 


IN THE CHURCH SCHOOL Key 


acter as to cultivate the desirable and accredited 
social responses. Parties that stimulate boisterous- 
ness, that tend to encourage “roughhouse,”’ recre- 
ational activities that do not emphasize good 
sportsmanship, should be supplanted by those 
which bring about the establishment of right social 
attitudes and habits. The personal refinement and 
culture which result from the church’s program of 
social and recreational activity should make a real 
contribution to the social development of the young 
people. , 

Right economic and business relationships.— 
Vexing problems are encountered in the effort to 
apply Christian teachings to the modern business 
and industrial world. There is little hope that 
the teachings of Christ will dominate thought and 
guide practice in business unless the men and 
women who direct and control in this field are 
thoroughly committed to and trained in these 
teachings. This will be most effectively accom- 
plished through the proper instruction and training 
of the young people whose attitudes and ideals of 
business and economic relationships are still in the 
making. It is highly important, therefore, that 
early adolescents be carefully trained in the atti- 
tudes, ideals, understanding, and skills which will 
enable them more effectively to apply Christ’s 
teachings to modern business life as they come to 
take part in it. 

Involved in the achievement of this objective 
are such important matters as the individual’s 
knowledge of the New Testament standards oi 
human values and relationships; his understanding 
of the principles and proper methods of practicing 


102 INTERMEDIATE METHOD 


Christian stewardship with respect to his possessions 
and abilities; his appreciation of money, property 
and labor values; his desire to contribute to social 
welfare through the proper use of personal pos- 
sessions, skills, and influence; his disposition and 
ability to work toward industrial justice and his 
habits of thrift, honesty, and fairness. 

Upon analysis, the meaning of this objective 
becomes apparent with respect to the standards of 
religious development. Fellowship with other disci- 
ples of Christ on a definitely Christian plane, con- 
formity to the finest ethical ideals in daily living, 
the disposition to contribute to social betterment 
and the Kingdom program cannot be realized as 
standards of personal Christian development with- 
out adequate training in right economic and business 
relationships. One cannot earn and spend money 
like a pagan and at the same time live up to the 
Christian economic ideals. 

Vocational specialization and efficiency.—It is a 
law of life that each individual must either choose 
or “drift into” some occupation. While the life- 
work each individual enters is) not usually chosen 
during the years of early adolescence, yet basic 
information and important attitudes should be 
acquired and proper motives regarding the final 
choice should be developed during these years. 
Prevocational skills may be developed as bases for 
the choices made in later years. Such training 
should be a definite part of the Intermediate church 
school program. 

It is important from the standpoint of religious 
education that the young person come to regard 
the various occupations and professions in the light 


IN THE CHURCH SCHOOL 103 


of their relation to the kingdom of God. Choices 
of life-work should be made with some conception 
of the contribution one can make to social welfare 
and the growth of the Kingdom through such a 
choice. The desire to have a vital share in the 
world’s activity and to do some creative work 
should have the sanction and support of the service 
motive. 

The disposition and ability to make a contribu- 
tion to the social welfare and missionary programs 
of organized Christianity should be based upon 
adequate knowledge regarding the wide range of 
vocations that are to be found in definitely religious 
or professional church work. ‘There should be an 
understanding of the contributions which can be 
made without entering into full-time, professional 
church work. It will be highly valuable to acquaint 
early adolescents with the life careers of outstanding 
leaders both within and outside of professional 
church work in the various lines of endeavor. 
They should be helped to know their own abilities, 
interests, and tastes through the pursuit of hob- 
bies, recreational activities, and special studies. 
The church school should endeavor to provide a 
basis whereby the life-work will be chosen and 
- pursued in accordance with the Christian principle 
of maximum service. 

Suitable avocational occupations.—The use young 
people make of their leisure time and their spare 
money, talents, and excess energy will have an 
important bearing upon their character develop- 
ment. This objective is assuming increasing im- 
portance in the program of moral education. The 
concern of the church in realizing this objective 


104 INTERMEDIATE METHOD 


is not only to counteract the destructive influences 
of many of the social and recreational activities 
available to young people to-day, but also to pro- 
vide for positive moral training and character 
development through properly selected and care- 
fully supervised leisure-time activities. 

Physical health and vitality, mental soundness 
and alertness, the cultivation of appreciation in the 
fields of art, nature, literature, and the enrichment 
of social relations are all involved in the pursuit 
of this aim. Complete and wholesome develop- 
ment will not be achieved by early adolescents 
unless suitable activities, friendly and capable 
leadership, and favorable environmental conditions 
are provided for their leisure hours. The following 
items should enter into the realization of this 
objective: knowledge of Christian standards regard- 
ing recreational activities and of the most suitable 
leisure-time pursuits from the standpoint of per- 
sonal needs; the disposition to share with others 
wholesome fun and enjoyment; the disposition to 
learn and obey the rules of the game; appreciation 
of the beautiful, the true, and the good in life; the 
desire to promote Christian standards in social and 
play life; respect for the opposite sex; the cultiva- 
tion of elementary skills in nature craft; camper 
craft; art appreciation; and increasing ability to 
construct a balanced program of desirable leisure- 
time activities. 

Right family relationships.—The kind of home 
life the early adolescent is sharing and the kind he 
will be responsible for in the future are matters of 
great moral and religious significance. Young peo- 
ple cannot be held responsible to any large extent, 


IN THE CHURCH SCHOOL 105 


for the home life in which they have been reared. 
They are now of an age, however, when they can 
be trained to contribute something to their present 
home life and to maintain Christian family rela- 
tionships. They can also be given basic training 
regarding ideal family relations and home building 
in future years 

The church program of education is primarily 
responsible for interpreting the family and its 
relationships to youth from the kingdom point of 
view. Other agencies and individuals will make 
their contributions to the understanding which 
young people will come to possess regarding the 
purpose and significance of the family and the 
necessity and means of maintaining right relation- 
ships within the home. But it remains for the 
church to make sure that young people growing 
into manhood and womanhood come to appreciate 
the significance of the home as a divinely accredited 
basis of society and of the kingdom of God. The 
effort adequately to train early adolescents in the 
disposition and ability to help maintain right 
family relations within their present homes strikes 
at the very root of many difficulties encountered 
in the modern social life of young people. 
In addition to leading young people to under- 
stand the relation between the home and the king- 
dom of God, the Intermediate church school should 
seek to establish habits of cheerfulness, courtesy, 
and kindness within the home and the ability to 
share in and contribute to the spirit of family 
fellowship. It should strengthen home ties, and 
strive to bring about freedom in introducing friends 
into the home circle. If the Intermediate church 


( 


106 INTERMEDIATE METHOD 


school can in any effective manner increase the 
strength of home ties and of the intelligent and 
sympathetic control of parents, and can make the 
home truly a center of social life, it will be render- 
ing a most needed service. 

Proper larger social and civic responsibilities 
and relationships.—Outside and around the home 
group lie the neighborhood and community, and 
to this larger social group, organized and unorgan- 
ized, the darly adolescent must adjust himself. 
The manner in which this adjustment takes place 
determines in a measure the desirability and use- 
fulness of the individual as a neighbor and citizen 
and as a member of the kingdom of heaven. Mem- 
bers of society should no longer be left just “‘to 
grow up.” Both the state and the church are 
concerned about the type of citizen being developed. 
The state is interested in a citizenry that is intelli- 
gent, capable, and responsive to democratic ideals. 
The church is concerned to help develop a citizenry 
that cherishes kingdom ideals. 

Such citizens cannot be brought into existence 
except through a carefully conceived and effectively 
administered program of training. Not only should 
the early adolescent be thoroughly versed in the 
aims, forms, and loyalties of democratic govern- 
ment, but he should also understand the ideals of 
government and human relationship toward which 
a Christian society should be moving. He may be 
given instruction and training which will enable 
him to cooperate intelligently and enthusiastically 
with his fellows in building and maintaining his 
community and state according to the kingdom- 
of-God pattern. All the training given the youth 


IN THE CHURCH SCHOOL 107 


in the public school should be interpreted through 
the church school program from the standpoint 
of Jesus’ ideals of social living. 

World friendship.—Increasing emphasis is being 
placed to-day upon the world-wide aspects and 
applications of the teachings of Jesus. The more 
modern and progressive conception of Christianity 
requires that the individual possess the disposition 
and ability to help build a world society on a thor- 
oughly Christian basis. In endeavoring to realize 
this objective the church school has an opportunity 
to establish in young people attitudes, ideals, and 
motives with respect to the kingdom of God and 
to world brotherhood which will have incalculable 
influence in bringing about a new world order. 

In striving to achieve this objective in the lives 
of Intermediates, church-school leaders will seek to 
develop an understanding of other races and na- 
tions, an‘appreciation of their value to the world 
and in the sight of God, attitudes of friendliness 
and good will, and abilities in sustaining whole- 
some relationships with them. Intermediates should 
be prepared to help in some way to develop friendly 
attitudes, the spirit of cooperation, and mutual 
respect and helpfulness among the nations of the 
earth. Only as young people are thoroughly trained 
along these lines can there be any hope of building 
a Christian world society. 

Efficient church membership.—Efficient church 
membership is central among the objectives of the 
Intermediate church school. It is particularly 
significant for the Intermediate years. The period 
of early adolescence is generally recognized as a 
time when the majority of those people who become 


108 INTERMEDIATE METHOD 


members of the church assume the responsibilities 
of full membership in the church. The social 
development characteristic of these years, the 
desire to “‘belong”’ to groups, and the increasing 
ability to cooperate in group enterprises are all 
factors forming a natural basis for effective church 
membership. 

Efficiency in church activities and relationships 
will not result from haphazard and inadequate 
training. It will require definite attention and 
intelligent effort on the part of those responsible 
for building and administering the Intermediate 
church school. In some manner provision will need 
to be made for increasing participation on the part 
of the young people in all the activities which con- 
stitute the normal relationship of adult membership. 

The achievement of this objective will include 
the training of the Intermediate in the history, 
sacraments, and program of his church. It should 
lead to an appreciation of the fellowship afforded 
through the church, and to the development of 
loyalty to the church of one’s choice. Such an 
objective would include the development of skills 
in service in and for the church. It should lead to 
the consecration of all that the individual has and 
is to the work of the church and the further realiza- 
tion of the Kingdom of which it is a part. 

Stewardship of money, time, personal influence, 
and talents.—Few things are more important from 
the standpoint of practical Christianity and the 
advancement of the Kingdom than the training of 
the next generation in the spirit and practice of 
stewardship. The experience of the present adult 
membership of the church testifies to the inade- 


IN THE CHURCH SCHOOL _1o9 


quacy of the program of such training in the past. 
lf Christianity demands the consecration of all that 
one has to its interests, each individual should be 
trained in both the disposition and the ability to 
practice stewardship. Certain aspects of steward- 
ship require special emphasis. These include the 
placing of one’s money, time, personal influence, 
and talents at the service of the church. 

The scope and full significance of stewardship 
should be clearly presented. Young people should 
be led to realize that true Christian stewardship 
embraces more than money. Careful and persistent 
training will ultimately bring the young people 
to the understanding that they are stewards of all 
they possess, that very truly ‘‘The earth is the 
Lord’s and the fullness thereof.’”? The financial 
requirements of the church in its program of expan- 
sion, the demands for trained leadership, and the 
needs with respect to volunteer time, talents, and 
energy will never be met in an adequate manner 
until a thoroughgoing and effective program of 
training in stewardship has been carried on during 
adolescence. 

Initial training in the spirit and practice of 
stewardship can and ought to be provided both 
preceding and during the years of early adoles- 
cence. Such training would include a knowledge 
of the claims of God and of the church upon such 
possessions and talents as one may have, of the 
dependence of the Kingdom in its program of world 
conquest on contributions of time, money, energy, 
and talents from its members, and an appreciation 
of the variety of needs which the church has. It 
includes the development of a desire to make a 


IIO INTERMEDIATE METHOD 


substantial contribution to the work of the church, 
either on a marginal or full-time basis, a desire to 
use one’s personal influence to strengthen the cause 
of the Kingdom and to win others to loyal support 
of the church. It would include efforts to lead the 
young people to discover their particular talents 
and the ways in which they can render some 
particular service, also, to prepare for increasing 
any specialized skill in serving the interests of the 
Kingdom. 

Wholesome, personal devotional life.—All the 
activities and interests which are involved in living 
the Christian life must have a source from which 
they arise and by which they are sustained. Such 
a source can be maintained permanently only in a 
wholesome, vital, personal devotional life. All 
that one says and does will become as “‘sounding 
brass and tinkling cymbal” if there is not cultivated 
and kept vigorously alive a sense of the presence 
and power of God in the life. The program of reli- 
gious education for Intermediates should emphasize 
the nurture of the devotional life. 

In such training particular attention should be 
given to the development of personal devotional 
habits. An intelligently appreciative knowledge of 
the best devotional literature, such as suitable 
passages of Scripture, prayers, and hymns, is also 
important. Young people should acquire the dis- 
position and ability to pray and to enter heartily 
and intelligently into public worship. As a result 
of their training during these years they should 
possess an inner source of peace and strength. 
They. will understand the psalmist when he said: | 
“The Lord is my light and my salvation; whom 


IN THE CHURCH SCHOOL II 


shall I fear? the Lord is the strength of my life; 
of whom shall I be afraid?’” 


For further study: 


1. Formulate for yourself a statement of the aim 
of religious education for early adolescence. 

2. Outline the points which the objectives of reli- 
gious education and public-school education 
hold in common. List the points at which 
religious education enlarges upon  public- 
school objectives. 

3. Of what value are the particularized objectives? 

4. Distinguish between the aim of the general 
program of religious education and the aim 
of a particular lesson. 

5. How can parents and others be made familiar 
with the aims of the Intermediate church 
school? 


For further reading: 
1. Betts, George Herbert, and Hawthorne, M. O., 
Method in Teaching Religion, Chap. III. 
2. Betts, George Herbert, How to Teach Religion, 
Chap. IT. 
3. Bobbitt, Franklin, How to Make a Curriculum, 
Chaps. II, ITI. 
4. Starbuck, et al., Character Education Methods, 
| The Iowa Plan, Character Education Insti- 
tution, Chevy Chase, Washington, D. C., 


1922. 

5. Versteeg, John M., The Deeper Meaning of 
Stewardship. 

6. Versteeg, John M., Modern Meaning of Church 
Membership. 


? Psa. 27. 1. 


112 INTERMEDIATE METHOD 


CHAPTER V 


THE CURRICULUM OF RELIGIOUS EDU- 
CATION FOR INTERMEDIATES 


ONE of the most difficult problems encountered in 
building a program of religious education for Inter- 
mediate young people is that of selecting and organ- 
izing the curriculum. The curriculum les at the 
_ very center of, and to a large degree is, the program 
of religious education. All other important factors 
such as objectives, organization, teachers, time 
schedules, are vitally related to it. The value of 
the program and its ministry to youth will be 
determined in the last analysis by the curriculum. 
This problem is made more difficult by the fact that 
at the present moment confusion and difference of 
opinion exist regarding its exact nature and pur- 
pose. It is being made the subject of careful study 
and experimentation in both general and religious 
education. 

Reasons for fresh study of the curriculum.—A 
number of conditions are operating to bring about 
a thoroughgoing and scientific study of the cur- 
riculum. There is increasing recognition of the 
fact that the curriculum should never be considered 
static or final. It cannot be put into permanent 
form, for society is changing and the needs of chil- 
dren differ from age to age. These facts incline 
educators to bring the most recent knowledge of 
individual and social needs, of the most effective 


IN THE COURCH SCHOOL 113 


means of stimulating growth, and of measuring 
results, to bear upon the curriculum problem. 

Another factor prompting scientific study in this 
field is the increasing disposition to place the pupils 
at the center of the educative process. ‘Their needs, 
interests, experiences, and .activities as individuals 
and as members of society are the beginning and 
the end of the curriculum. This fact should exercise 
a much stronger influence in determining the means 
and methods of religious education than in the past. 
In other words, the normal, everyday experiences 
and activities of Intermediate young people are be- 
coming the objects of scientific study in order that 
they may be most advantageously used in pro- 
moting growth in the right direction. 

The emphasis on the social requirements of religious 
education is being strongly felt in the study and 
reorganization of the curriculum. This increased 
emphasis suggests that the church school should 
be organized and maintained as a real Christian 
community. It should make concrete for the indi- 
vidual the kingdom of God as the end of both per- 
sonal and social education and effort. Therefore, the 
noblest social ideals, the most complete information 
regarding social problems and needs, the most com- 
pelling motives for social conduct, and the vitally 
necessary skills in social cooperation should be 
placed at a central position among the objectives 
and at the heart of the materials of religious edu- 
cation. The religious education of early adolescents 
cannot be considered complete without the attain- 
ment of skill in social living in the light of con- 
stantly enlarging conceptions of the kingdom of 
God. These facts are leading to a fresh study of 


II4 INTERMEDIATE METHOD 


the curriculum to make sure that it will contain 
an adequate social emphasis. 

The application of educational ideals and methods 
to religious education may be mentioned among the 
factors necessitating a renewed study of the prob- 
lem of the curriculum. ‘The recent scientific study 
of the objectives of general education, with the 
resulting reorganization of the curriculum and 
changes in the organization of the school itself, is 
exerting a definite influence, in at least an initial 
way, in the field of religious education. The dis- 
covery of the tendencies and outstanding needs of 
early adolescence which has brought about the 
development of the Junior high school will result 
in very definite modifications in the church’s pro- 
gram for Intermediates. 

It is essential that those who are responsible for 
providing the program and curriculum for Inter- 
mediates in the church should understand these 
factors. The nature of the process of religious edu- — 
cation, the nature and scope of the curriculum, as 
well as the resources at hand for improving it, will 
need to be studied carefully. A careful survey of 
existing curricula should be made in order that 
their limitations may be understood and overcome 
and their values intelligently appreciated and sup- 
plemented. Whatever character traits should appear 
in the lives of the pupils must first be presented as 
ideals in the curriculum. 


THE RELATION OF CURRICULUM TO EXPERIENCE 


The nature of the curriculum cannot be under- 
stood without a knowledge of what is involved in 


IN THE CHURCH SCHOOL IIS 


the educative process. The type of curriculum 
which will be used in the training of Intermediates 
will be determined largely by the conception of the 
process of religious education which the leaders 
hold. If religious education is conceived to be 
primarily the storing of information in the mind of 
the pupil, the memorization of Bible verses, or the 
study of the catechism, then the curriculum con- 
tent is predetermined. It is simply information 
selected and organized by adults, and not necessarily 
with any assurance that it is definitely related to 
the present experience, conduct, and needs of the 
learner. If, on the other hand, religious education 
is held to be the most effective method for con- 
trolling and directing the learner’s present expe- 
riences, then the study by both the pupils and the 
teacher of the everyday experiences and problem 
situations of the young people becomes a major 
consideration in curriculum building. 

- The curriculum should be experience-centered.-— 
The notion that the child, his needs, his capacities, 
and the processes of his development are the pri- 
mary factors in determining the nature and content 
of the curriculum is being accepted slowly by the 
rank and file of church leaders of young people. 
There is a general hesitation to attempt to analyze 
the process of religious education because of the 
feeling that so much of what is going on in the 
life of the pupil is the result of divine forces at 
work in their own mysterious and unknown way. 
While undoubtedly there are divine influences at 
work in the religious development of young people 
which are beyond the ken and control of the edu- 
cator, yet these influences will operate with greater 


116 INTERMEDIATE METHOD 


effectiveness and power 7f the known laws of develop- 
ment are intelligenily obeyed. 

Religious education is a matter of acquiring cer- 
tain knowledge, of developing certain attitudes, 
appreciations, ideals, and motives that are expressed 
in religious conduct, and of achieving habits and 
skills that contribute to one’s ability to live in 
harmony with these ideals. The same mental abil- 
ities and processes are used in general and religious 
education. The religious educator should be able 
to make use of these mental abilities and processes 
in the most effective manner in securing religious 
and moral growth. This requires a knowledge of 
how life develops. Present powers in ‘the life of 
the early adolescent are to be cultivated, certain 
capacities are to be realized now, definite attitudes 
should now come to characterize life. Education is 
concerned, therefore, primarily with the vital life 
experiences of these young people here and now. 
The curriculum, therefore, is centered in the pupil’s 
experience. 

‘*Education is life.’—The emphasis on experience 
naturally leads to the conception that “‘education 
is life.’ Actual life, itself, under proper super- 
vision and with a full range of normal activities, 
constitutes the process of religious education. When 
the objectives of religious education have been 
set up, the pupil’s activities and experiences are 
the primary means by which these objectives are 
to be achieved. As curriculum they become the 
object of study, enrichment, and redirection on the 
part of the teacher and pupils working together. 

The adolescent learns by sharing and doing. The 
best way to prepare him for life in the kingdom 


IN THE CHURCH SCHOOL 117 


of God is to have him practice living the kingdom 
way every day. Religious education should pro- 
vide the youth with opportunity, stimuli, and 
guidance for such “‘practice’”’ on the highest possible 
level of experience. As a result of the process of 
religious education the youth becomes capable of 
responding properly to all the normal life situations 
and demands. In other words, the dominant em- 
phasis in religious education is becoming that of 
the “enrichment and redirection of experience.’’ 

Education seeks to control and enrich expe- 
rience.'—Since religious education is concerned with 
the life experiences of young people, the direction 
and enrichment of these experiences become the 
chief concern of the religious educator. Religious 
education becomes primarily the creating and con- 
trolling of conditions through which experience may 
be modified in the direction growth should take. 
If the objectives of moral and religious education 
are to exert any influence upon the conduct of these 
young people they must enter experience as elements 
of control. Religious education will seek to bring 
typical experiences of the adolescents sharply into 
consciousness for reflection, interpretation and modi- 
fication in the light of helpful knowledge, worthy 
ideals, and Christian motives. 

These experiences will run the entire gamut sug- 
gested by the particularized objectives of religious 
education. They will have to do with all aspects 
of life, if the entire life is to be dominated by Chris- 
tian ideals and motives. The help of the adult 
leader is needed in the selection of the experiences 


1 Adapted from Bower, William Clayton, The Curriculum of Religious Educa- 
tion, Chap. IV, Charles Scribner’s Sons, 1925. Used by permission. 


118 INTERMEDIATE METHOD 


for consideration which are real, typical and poten- 
tial for present and future development. The 
wider experience and more mature understanding of 
the adult leader will be of great value to the grow- 
ing youth. They will help in drawing out dynamic 
qualities in his present experiences. They are 
serviceable as revealing the outcomes of life 
processes.” 

Such elements as knowledge and formal instruc- 
tion will enter into the program of religious educa- 
tion. But they will be used as means to an end, 
not as ends in themselves. Not materials or mental 
processes, but self-realizing persons constitute the 
important concern of the religious educator. A 
middle-aged man, teacher of a class of young men 
in a Southern city, appealed to a leader in religious 
education. ‘‘I don’t know what to do,’ he said. ‘TI 
have to spend half the lesson period talking over 
the problems my young men want to discuss before 
we can get down to the study of the lesson.”’ 

“Thank God for it!’ replied the leader, ‘‘and 
spend all the time that way. Nothing could be 
more helpful to the young men than the solution 
of their own problems.” 


THE NATURE AND SCOPE OF THE CURRICULUM 


Every aspect of the program of religious educa- 
tion for Intermediates will be vitally affected by 
the conception held by leaders of the nature and 
scope of the curriculum. The solution of the present 
curriculum problem will depend largely upon the 
readiness and intelligence with which Intermediate 
leaders embrace a truly educational point of view. 


2A method of studying these experiences is presented on pages 142-145. 


IN THE CHURCH SCHOOL 119 


Teachers and leaders in the local church school may 
feel unequal to the task of building their own cur- 
riculum or of radically modifying the one now in 
use. Yet an understanding of the true nature of 
the curriculum will enable them to solve many 
practical problems and to enrich the program ma- 
terially at various points. 

What is the curriculum?—There are clearly dis- 
tinguishable a narrow and a broad conception of 
the curriculum. From the narrow point of view the 
curriculum is considered primarily as a body of 
knowledge, usually organized into textbooks. These 
textbooks or courses are to be used by the teachers 
and pupils in their class work as courses of study. 
Thus, from a traditional point of view, the curricu- 
lum is subject matter. These two terms have been 
used interchangeably for many years. To speak of 
textbooks, leaflets, quarterlies, catechisms, and even 
of the Bible, was to speak of the curriculum. This 
notion has led to a strong emphasis upon mem- 
orization of subject matter, chiefly from the Bible, 
in the form of selected passages, memory verses, and 
golden texts. All other forms of religious educa- 
tional activity have been considered as something 
apart from the “curriculum.” 

From the broader and more modern point of 
view, the curriculum is conceived of as including 
subject matter. But it is understood to embrace 
much more than mere textbook study. Textbooks 
and other forms of organized subject matter have, 
and doubtless always will have, an important place 
in the curriculum. It always will be profitable for 
the young people to master certain bodies of knowl- 
edge in their organized form in textbooks. It will 


120 INTERMEDIATE METHOD 


be necessary for them to memorize certain classic 
passages which should always be available for use. 

These knowledge elements, however, are only a 
part of the curriculum of religious education. Other 
factors and activities, such as worship, recreation, 
service, free discussion, assume places of vital sig- 
nificance in the curriculum as broadly conceived. 
Some of these, in the thought of many leaders, out- 
rank the use of textbook material in effectiveness 
in securing character development. The main 
difference between the narrow traditional conception 
of the curriculum and that embraced in the modern 
program of religious education is clear. The former 
is built about subject matter and textbooks as the 
center, while for the latter the youth and his chang- 
ing experiences are the organizing center. Every 
aspect and factor of the early adolescent’s life that 
can be controlled by the leader suggests material 
which may be used as part of the curriculum. 

The curriculum may embrace the entire life of 
the school.?—All relationships between teachers and 
pupils, expressional activities and projects of service, 
all elements of worship, and social and recreational 
experiences, are “basic materials” of the curriculum 
of the Intermediate church school. Even the organ- 
izational aspects of the program, the manner in 
which they are formed and supervised, may be 
considered vital parts of the curriculum. All these 
relationships and activities involve normal, vital 
life experiences of the young people which have a 
profound significance for.their moral and religious 
development. They constitute the materials by 


_* Betts, George Herbert, and Hawthorne, Marion O., Method in Teaching Reli- 
gton. Starbuck, Character Education Methods, The Iowa Plan, 1922, pp. 9-12, 
29-32. Bower, William Clayton, The Curriculum of Religious Education, 


IN THE CHURCH SCHOOL 121 


which life experiences may be brought before the 
young people for study and criticism. 

The relation of the curriculum to programs.— 
The broadest conception of the curriculum will be 
understood, therefore, to embrace all the programs 
and agencies of the church school which have to 
do with Intermediate young people. Greater em- 
phasis will need to be placed upon many of the 
activities, programs, and elements of the Inter- 
mediate church school, not as factors outside of 
or in addition to the curriculum, but as _ vital 
correlated parts of it. In this connection there is 
discernible a growing tendency to use the word 
‘“program”’ interchangeably with the term ‘‘curricu- 
lum.”’ Whether or not this is justifiable it is im- 
possible to say. It is true, however, that leaders 
are thinking more and more in terms of program 
aspects of the Intermediate church school. In the 
interests of convenience the generally recognized 
activities or elements of the curriculum may be 
referred to as programs. The more important of 
these may be listed as follows: 

1. The program of classroom instruction, which has 
to do primarily with the subject matter and activ- 
ities of the classroom. The program of instruction 
will be treated in detail in the latter part of this 
chapter. 

2. The program of worship, including the pro- 
vision of genuine and vital experiences in worship 
and the definite training of the young people in 
the art of worship, in the knowledge of the elements 
of worship, and in the disposition and ability to 
engage regularly in worship. This important ele- 
ment of the curriculum deserves extended treatment 


122 INTERMEDIATE METHOD 


which will be found in Chapter VII, ‘‘Religious De- 
velopment Through Worship.” 

3. The program of leisure-time activities, including 
the provision the church makes for the supervision 
of the young people in character-forming social and 
recreational activities. This element of the cur- 
riculum is treated in Chapter VIII, ‘‘Character 
Development Through Leisure-Time Activities.” 

4. The program of training in service, embracing 
the definite training of the young people in the 
meaning of service, the development of the spirit 
of service, and the acquisition of skills necessary in 
carrying on service projects. This program receives 
detailed treatment in Chapter IX, ‘“‘Training Inter- 
mediates in Service.” 

5. Ihe program of organization, wherein are empha- 
sized the developmental values of the proper pro- 
cedure in the organization of Intermediates into 
classes, departments, and other groupings. The 
right kind of procedure in the organization of these 
groups will produce splendid results in character 
development. This aspect of the curriculum is treated 
in Chapters XI and XII, where ‘‘Class Organiza- 
tion and Program” and ‘“‘Principles and Methods 
of Departmental Organization” are discussed. 

Relation of curriculum to method.—From the 
standpoint of the curriculum here presented, method 
and curriculum become somewhat indistinguishable. 
They merge in the process of developing the indi- 
vidual. Method and curriculum are each and both 
“the setting of conditions of development,’’ whether 
these conditions be the outlining of a given lesson, 
the planning of a worship experience, the direction 
of expression in service, the supervision of leisure- 


IN THE CHURCH SCHOOL 123 


time activities, or the selection of courses of study. 
Method and curriculum unite in the formulation 
of the educative process as a way in which moral 
and religious growth may best take place. Just 
as the curriculum has been defined in terms of the 
experience of the pupils, so method is concerned with 
the most effective ways of reconstructing and 
enriching their experiences. Method is concerned, 
therefore, with special classroom technique and also 
with the more comprehensive method forms, such 
aS worship, service, leisure-time activities, and 
evangelism. The curriculum for Intermediates, in 
the broader sense, consists of methods of realizing 
the objectives of the program. 


THE PROGRAM OF CLASSROOM INSTRUCTION 


The interpretation of the curriculum in terms of 
experience does not lessen the emphasis upon ade- 
quate knowledge as a part of the equipment of 
Intermediates for life. It becomes all the more 
important as a means of interpreting and enriching 
experience. Information will be needed by the 
pupils in order that they may understand the 
Christian way of life, develop a proper conception 
of social obligations and duties, and be trained 
in the privileges and duties of church membership. 
Information will be needed in meeting all the other 
vital problems of everyday living which are sug- 
gested by the objectives. 

The need of an enlarged program of instruction. 
—Those intimately in touch with Intermediate 
young people appreciate the failure of the present 
program of religious training to provide a sufficient 
amount of the right kind of knowledge. This is 


124 INTERMEDIATE METHOD 


true despite the fact that the present curriculum 
for Intermediates is knowledge-centered. Senior 
high schools of to-day are sending out graduates 
with a seventeen-year-old understanding of liter- 
ature, sociology, history, and science. Yet many 
of these same young people are going out into the 
world of business or to institutions of higher learning 
with only a ten-year-old understanding of religion 
and the Bible. 

The Intermediate church school should make pro- 
vision for a more adequate time-program of instruc- 
tion. The knowledge needed by early adolescents 
in meeting successfully the problems of their present 
experience and in preparing them for maturity 
cannot possibly be provided in a single hour or 
half-hour session on Sunday. ‘This represents the 
maximum time most Intermediates spend in the 
classroom of the church school. The low average 
of attendance cuts this amount almost in half. In 
the majority of church schools the Sunday session 
provides for an average of thirty minutes for class- 
room instruction. When the time actually spent in 
instruction and recitation is carefully computed 
with the moments lost through business, announce- 
ments, making records, and late dismissal from the 
worship service subtracted, the total will run con- 
siderably under an average of thirty minutes. Such 
a time-program of instruction will never result in 
the adequate training of the young people. 

Week-day religious instruction.—The meagerness 
of the church’s program of instruction is being 
realized by leaders in many churches and in. every 
section of the country. It is a situation that affects 
the entire immature constituency of the church. 


IN THE CHURCH SCHOOL 125 


A direct effort is being made to correct this monu- 
mental defect in the educational program of the 
church and of the nation through the development 
of week-day schools of religious education. This 
movement is spreading with great rapidity through- 
out the country. At present it seems to be fraught 
with great significance for the more adequate moral 
and religious training of young people. In order 
to develop this week-day program, the churches are | 
endeavoring to secure the release of the pupils from 
the public schools during school hours for from one 
to three hours each week, during which time the 
church may provide formal religious instruction. 
In hundreds of communities and churches to-day 
Intermediate young people are receiving from one 
to four times as much formal religious instruction 
in these week-day classes as they receive in the 
Sunday session of the church school. 

What the future of this movement will be no one 
can say at present. But the facts that it is growing 
with phenomenal rapidity, that it seeks to remedy 
a fundamental defect in the nation’s program of 
education as well as of that of the church, and 
that it has great possibilities, suggest that it will 
become one of the most important aspects of the 
modern program of religious instruction for the 
Intermediate young people. This movement would 
seem to offer the church opportunity to match or 
parallel each year of progress in the public school 
with a comparable year of growth and development 
in religion. The expansion of the church-school 
program of instruction into the week time raises a 
very important and difficult problem with respect 
to the relation of the instruction given in the week- 


126 INTERMEDIATE METHOD 


day session to that given in the Sunday session and 
in the public schools. This problem has scarcely 
been realized. Its solution will require immediate 
and serious consideration by those charged with the 
task of building a comprehensive program of Chris- 
tian education for the youth of the church. 

What kinds of knowledge are needed?—The 
answer to this question has been suggested in the 
statement of objectives of religious education for 
Intermediates. A careful study and analysis of 
these particularized objectives will make very clear 
the broad scope of information which must be 
included in the adequate training of Intermediates. 
The eightfold standard for determining when a 
youth is religiously developed, suggested in Chap- 
ter III, indicates the points at which an abundance 
of information should be secured. These include 
information regarding the person, work, and teach- 
ings of Jesus, of the privileges and duties in sustain- 
ing fellowship with Christ’s disciples, of the materials 
involved in intelligent and effective worship, of the 
doctrinal beliefs of the church, of the Bible and 
other devotional literature, of accredited ethical 
ideals in daily living, and of the social, benevolent, 
service, and missionary programs of the church. 

The knowledge suggested above is of a definitely 
religious character. In addition to this there are 
fields of knowledge which should be explored, at 
least in an elementary manner, by the young people, 
in order that they may be “thoroughly furnished 
unto every good jwork.” This broader range is 
suggested in the) twelvefold statement of obiectives. 
A careful study of these objectives will acquaint 
any leader of early adolescents with vital interests, 


IN THE CHURCH SCHOOL 127 


activities, and needs of these young people which 
may be treated with very great helpfulness in the 
classroom. The teacher’s ability to minister to the 
young people of his class will be greatly increased 
if he is thoroughly familiar with this broad range 
of life interests, needs, and activities. 

A unique opportunity to meet the needs of Inter- 
mediates for more adequate knowledge is to be 
found in connection with the public-school program. 
A thoroughgoing religious interpretation of the 
rich funds of information they are now receiving in 
their courses in the public school should be given 
to Intermediates. History, geography, literature, 
nature, and social studies and science all represent 
fields of study to which the young people are giving 
much time and thought five days of the week. A 
great responsibility and opportunity is presented to 
the church to attempt to interpret these interests 
and studies from the Christian point of view. A 
considerable gain in the direction of religious train- 
ing will be made if these studies can be definitely 
correlated with the instruction that occurs in the 
classroom of the religious education program. 


CouURSES OF STUDY 


_ The teacher of Intermediates should be familiar 
with the full range of courses available for class 
work. A number of courses are at present being 
widely used. They leave much to be desired, how- 
ever, in providing the kinds and amount of knowl- 
edge needed by early adolescents. They are 
concerned largely with logically arranged lesson 
materials which these young people are “supposed’’ 
to need. They have slight actual reference to 


128 INTERMEDIATE METHOD 


personal problems of the young people’s present-day 
living. Yet they represent the best material avail- 
able. They will supply the courses of study for 
Intermediates until experience-centered courses are 
developed. 

The International Uniform Lessons.—These les- 
sons and modifications of them are doubtless the 
most widely used throughout the country at present. 
It is estimated that fully sixty per cent of the 
Sunday schools now operating use the Uniform 
series. Yet it is of the many series least acceptable. 
This series represents the selection of “lessons” 
from the Bible which are supposed to contain 
“applications” to the lives of those who study 
them, whether the students are of Primary, Inter- 
mediate, or Adult age. If the teacher is more 
concerned ‘‘to teach the lesson’? than to teach 
Intermediate young people, he may find satisfaction 
with the Uniform Lessons. From the standpoint of 
bringing to early adolescents vital, gripping, helpful 
material they are seriously lacking. Teachers are 
often compelled to go outside of the lessons to find 
material that has direct application to the lives of 
the young people. In the use of this Uniform 
material no adequate provision is made for the 
thorough mastery of definite sections of the Bible 
or for purposeful activities on the part of the pupils. 
They offer little help to the untrained teacher. 

The International Group Graded Lessons.—In 
this series an effort has been made to grade the 
lessons to the needs and capacities of the pupils. 
The Group Graded Lessons are organized on a 
three-year teaching plan. The lessons cover the 
three-year period of the department with each 


IN THE CHURCH SCHOOL 129 


year’s lessons interchangeable with the other two. 
This series is much better adapted to the smaller 
schools inasmuch as it makes possible the grouping 
of the three years of early adolescence into the 
same class. This class would then proceed through 
the three years to cover the entire group of lessons 
together. While these lessons are primarily material- 
centered, and roughly graded, they represent great 
advance over the Uniform Lessons. Their arrange- 
ment is an adaptation in part of the closely graded 
series to make provision for meeting the needs of 
the smaller schools. 

The International Graded Series.—This series, 
together with the denominational courses closely 
related to it, is built upon a closely graded scheme. 
This plan provides for one distinct year-course of 
lessons for each year of the department. Each 
year’s lessons are supposed to represent a suitable 
advance over the previous year’s work. These 
lessons are as closely graded as any series that have 
been prepared until very recent times. In outline 
they are as follows: 

First year (Grade VII), Gospel Stories. This 
course consists of twenty-six lessons on the Gospel 
of Mark, eight dealing with missionary heroes, five 
dealing with “Our Bible and How It Came to Us,” 
and twelve studies in the Acts. 

Second year (Grade VIII), age thirteen, ‘‘Leaders 
of Israel,” containing thirty-nine lessons on the 
leaders of Israel as studied in the Old Testament 
and thirteen lessons dealing with religious leaders 
of North America. 

Third year (Grade IX), age fourteen, ‘‘Christian 
Leaders.” Jn this course thirteen lessons deal with 


130 INTERMEDIATE METHOD 


early Christian leaders of the time of Christ, thirteen 
treat of Paul the Missionary, thirteen present stud- 
ies in later Christian leaders, and thirteen deal 
with ‘‘Some Famous Friendships.’’ 

In organization and content this series represents 
a great advance over the Uniform Lessons. It 
constitutes a serious attempt at gradation. Scores 
of teachers have testified in various ways, however, 
to their failure to interest Intermediate young people 
in these lessons. A number of reasons for this are 
obvious upon close examination of this series. ‘For 
the three Intermediate courses, as. for the Junior, 
we must conclude that the chief objective seems to 
be located in the materials instead of in the pupil. 
Out of one hundred and fifty-six lessons for the 
three years only thirty-four are from outside the 
Bible. At an age when history and geography are 
exerting a strong appeal only four lessons other than 
biblical are directly on this interest. The rich 
field of religious literature outside the sacred writings 
is left wholly untouched. Nature is ignored. No 
social or vocational topics are introduced. For 
three years, and this during a very critical period 
of development, the definition of religion held before 
the youth is almost wholly that which comes from 
an ancient people, and from times very unlike our 
own. Little is offered that is concrete, immediate, 
and definite in its bearing on the pupil’s life. Can 
we expect other than that children brought up 
under such a curriculum will have difficulty in con- 
ceiving religion as an integral part of life—of their 
own lives!’” 


‘Betts, George Herbert, The Curriculum of Religious Education, pp. 376-377, 
The Abingdon, Press, 1925. Used by permission. 





IN THE CHURCH SCHOOL 131 


Other courses of study.—A variety of courses 
and textbooks are available from other series. No 
more than the briefest mention of some of these 
is possible here: 

The Constructive Studies in Religion offer three 
well-made, mechanically attractive texts for the 
Intermediate Department. Grade VII, The Story 
of Paul of Tarsus, Atkinson. Grade VIII, Studies 
in the Gospel According to Mark, Burton; Studies 
in Mark, Willett. Grade IX, The Life of Christ, 
Burgess. These texts are material-centered, dealing 
wholly with biblical materials. They are planned 
and written from the adult point of view. The 
Grade VII text is the most usable of the four. 

The Completely Graded Series includes three texts 
for Intermediates: Grade VII, Christian A posiles 
and Missionaries, Hunting. Grade VIII, Heroes 
of the Faith, Gates. Grade IX, Christian Life and 
Conduct, Hunting. These texts are worthy of care- 
ful consideration on the part of teachers and super- 
visors of Intermediates. The course for Grade IX 
seems to offer the most helpful and suggestive study 
of the three. 

Among The Abingdon Week Day Texts are several 
which are being used in the different departments of 
the church schools. Those prepared for Interme- 
diate grades include the following: 

Grade VII, Citizen, Jr., Espey. Grade VIII, 
Living at Our Best, Sharp-Hill; Hebrew Life and 
Times, Hunting. Grade IX, The Life and Times 
of Jesus, Grant; and Early Days of Christianity, 
Grant. In these books there is a more definite and 
successful effort to include a wide range of activity, 
interests, and materials. Conscious effort is made, 


132 INTERMEDIATE METHOD 


either in the courses themselves or in the teacher’s 
manual accompanying each, to motivate the pupil’s 
study of these texts. 

Tendencies in curriculum making.—The rapid 
growth of the program of religious education adds 
to the-difficulty and uncertainty of the curriculum 
situation. With the development of week-day and 
vacation schools the whole problem of the expan- 
sion and reorganization of the curriculum of all 
the schools is raised. Experimentation upon a 
comprehensive and scientific basis will need to be 
carried forward before any permanent solution can 
be achieved. 

For the immediate present teachers and super- 
visors of Intermediates should endeavor to find 
and use the best courses obtainable. Teachers who 
are trained should not feel under compulsion to 
follow slavishly any “‘series’? when the courses for 
Intermediates fail to interest or help their pupils. 
On the other hand, the teacher should be able to 
supplement unsatisfactory courses with other ma- 
terials and to improve them through the use of 
effective methods of teaching. There is nothing 
to prevent a teacher from enlisting the young people 
in the selection and earnest study of problems they 
themselves are facing in their daily living. Such 
a procedure would make of any teacher a builder 
of the curriculum for the Intermediate church 
school in a most vital manner. 


For further study: 


1. Write out your own definition of the curricu- 
lum. 


ee a . 


IN THE CHURCH SCHOOL 133 


2. Contrast more in detail the narrow and the 
broad conception of the curriculum. 

3. Write out your own argument for including 
all the activities and relationships of the 
school in the curriculum. 

4. Indicate how greater unity may be achieved in 
your church in the “‘program aspects”’ of the 
curriculum. 

5. Make a list of experiences typical of the lives 
of Intermediates and tell how they might be 
used as curriculum content. 

6. Outline a method by which these experiences 
may be reviewed and interpreted in a class 
session. 

7. Make a list of the courses being used with 
Intermediate classes in your church and indi- 
cate where improvement may be made. 


For further reading: 


Betts, George Herbert, The Curriculum of Re- 
ligtous Education. 

Betts, George Herbert, How to Teach Religion. 

Bower, William Clayton, The Curriculum of 
Religious Education. 

Character Education Methods, Iowa Plan, Char- 
acter Education Institution, Chevy Chase, 
Washington, D. C. 

Simons, George T., The California League of 
Y outh. 


134 INTERMEDIATE METHOD 


CHAPTER VI 
METHODS OF TEACHING INTERMEDIATES 


THERE are certain elements in religion that can 
be taught. Such teaching should proceed accord- 
ing to the known laws of learning. ‘The religious 
educator is directly concerned with the ordinary 
powers and processes over which he can exercise 
control. Memory, imagination, attention, emotions, 
concepts, desires, and habits are as much involved 
in coming to a proper understanding and expression 
of religion as they are in any other subject. The 
religious teacher cannot safely proceed on the basis 
of ignorance of the laws of learning and the special 
methods of stimulating pupils to proper thinking, 
feeling, and action. ~Before the teacher of Inter- 
mediates can be assured of success in making class- 
room procedure effective, the nature of general 
method needs to be fully understood and the tech- 
nique of teaching religion mastered. 

The nature of method.—Method in teaching 
religion cannot be considered apart from the gen- 
eral nature of the process of religious education. 
Method in the broad and specific sense is closely 
related to the curriculum. The two elements merge 
in the process of religious development. This 
interrelatedness has been treated more at length 
in Chapter V. Method in general is a formulation 
of the educative process as a way in which growth 
may best take place. It has been pointed out that 


IN THE CHURCH SCHOOL 135 


actual life situations, under proper supervision and 
with a full range of activities, constitute the basis 
_ for securing religious growth. Within this general 
process of religious education, the teacher of Inter- 
mediates finds recurring opportunities to set con- 
ditions of development through the proper control 
and direction of the teaching situation. While in 
the classroom, Intermediates should be given oppor- 
tunities to study their own life experiences. Thus 
they come to have an intelligent understanding of 
personal religion. In a very real sense teaching is 
more than the setting of conditions for the acquiring 
of information. It is the purpose of the teaching 
situation to stimulate and direct the reactions of 
pupils in acquiring new knowledge, in developing 
new ideals and attitudes, in cultivating new appre- 
ciations and in realizing new types of conduct. 

Types of teaching suitable for Intermediates.— 
The full range of suitable classroom methods should 
be understood by those who aspire to effectiveness 
in teaching Intermediates. The problems and diffi- 
cult conditions with which teachers will be con- 
fronted in the course of a year’s teaching will be 
many. Versatility, resourcefulness, understanding, 
_and skills will be required constantly. 

The following types of teaching will be found 
best adapted to this age: the projeet method, the 
problein-discussion method, the stery method, and 
the topical-research method. Other methods will 
find infrequent use and deserve study by those 
teaching Intermediates, such as dramatization, hand- 
work, and the lecture method. A brief study will 
be made of the methods best suited to Intermediates, 
with suggestions regarding the uses of the methods 


136 INTERMEDIATE METHOD 


to be employed occasionally. Relatively few situa-_ 
tions will be faced which will require the use of 
one type of teaching exclusively. In most instances 
features of all the types named will be combined 
in a fruitful hour of teaching. 


Tue Proyect METHOD 


The term “‘project’”’ describes a cardinal principle 
of educational procedure which is being effectively 
applied. In general, it is concerned with large units 
of religious educational activity. It may also be 
used as a principle or method of conducting a single 
class recitation. It is meriting increasing use in 
the formal teaching of religion. It is imperative 
that teachers of Intermediates come to understand 
the nature of the project method, types of projects 
which may be used, and correct procedure in carry- 
ing them through to successful completion. 

Nature of the project method.—The project 
method may be defined as a procedure whereby a 
group undertakes to carry through a purposive 
activity. Or it may be defined as a problem which 
is set before a group, the solution of which requires 
study and creative thinking on the part of the 
members. <A project is a task in which the members 
of the class are interested. It calls for the whole- 
hearted participation of the pupils. In every case it 
should be adapted to or grow out of the needs and 
interests of the group. The teacher may suggest it 
or it may be adopted at the suggestion of one of the 
pupils. 

Projects afford rich opportunity to utilize sensory 
and motor activity. They are sufficiently concrete 
to make an immediate appeal to young people. 


IN THE CHURCH SCHOOL 137 


Projects carefully developed and well supervised 
make definite cooperation easy. Expression which 
heightens the degree of impression becomes a natural 
experience. The project method results in the 
integration of the elements involved in the learning 
process. In the cooperative activity involved in 
participation with a group and with a teacher it 
becomes relatively easy for the individual and the 
group to discern and locate errors in thought and 
action. 

Suitability of the project method.—The charac- 
teristics of Intermediate young people suggest the 
effectiveness and suitability of the project method 
for this age. It meets certain needs and appeals 
to distinct interests of young people. It supplies 
the right kind of motivation. Responsibility is felt 
and initiative encouraged. Young people need 
stimulation to vigorous mental and physical activ- 
ity. Used in the classroom, the project develops 
initiative and stimulates resourcefulness, serious 
thinking, independent judgments, and self-control. 
The project method, if properly used, may secure 
the whole-hearted enlistment of Intermediate inter- 
est and enthusiasm in a wide variety of studies 
and activities. 

Types of projects.—The project method may be 
applied to a variety of types of classroom interests 
and activities. It may be used in stimulating 
students to acquire information regarding important 
subjects. History and outline studies are particu- 
larly suited to this method of treatment, such as 
Parts I, II, and III of year thirteen of the Inter- 
national Graded Series, dealing with “Leaders of 
Israel.”” Year twelve, dealing with “The Gospel 


138 INTERMEDIATE METHOD 


According to Mark,” and Part III, 111, Year 12, 
“Our Bible and How It Came to Us,” may profit- 
ably be developed by this method. 

The project method may be applied to the solu- 
tion of problems of thought and conduct. Prob- 
lems covering several weeks or a quarter’s study 
may be concerned with questions regarding the 
kingdom of God, principles of Christian living, and 
practical problems of conduct. The development 
of attitudes, appreciations, and esthetic enjoyments 
may be secured through the use of this method. 
Such projects might well involve religious art, 
worship studies, the formulation of prayers, and 
studies of poetry and nature. An unusual oppor- 
tunity to train Intermediates in an appreciation of 
friendship qualities is provided in the Graded Les- 
sons, year fourteen, Part IV, “Some Famous Friend- 
ships.” 

Again, projects may seek to lead Intermediates 
to acquire certain skills. They may be led in 
projects which have as their objectives the develop- 
ment of skill in the use of the Bible from a mechan- 
ical point of view, the Hymnal, Bible dictionaries 
and encyclopedias, skill in taking part in and lead- 
ing devotional services, as well as projects which 
develop in young people definite skills in service. 

The project principle applied to practically any 
quarter’s study of the International Graded Series 
for Intermediates will tend to give greater unity and 
thoroughness to the treatment of the theme for 
the quarter. All too frequently the relationship 
between different lessons in a quarter’s study is not 
clearly seen by the pupils. The study is conducted 
in a fragmentary, piecemeal fashion. The organ- 


IN THE CHURCH SCHOOL 130 


ization of the work as a properly motivated project 
will tend to enlarge the scope of the activity into 
outside preparation and midweek efforts of vari- 
ous kinds. It will help to build up continuity in 
the course. : 

Procedure in developing a project.—Those who 
would use this method should be familiar with 
certain steps in organizing and carrying forward 
a project. These will usually include the following. 

(x) The statement of the problem or task. The 
pupils will need to know definitely the nature of 
the study or work they are to undertake. The 
teacher’s part will be that of leading the pupils to 
discover their own project. After a problem has 
been chosen by the class, the teacher will usually 
be called upon to put it in such form as really to 
represent the purpose of the study. He will need 
to make sure it is within the possibility of achieve- 
ment by the young people. 

(2) The development of a plan of action repre- 
sents a very necessary part of project procedure. 
While the teacher may have a definite plan in 
mind, the pupils must be allowed to work out their 
own method of carrying the project through. This 
does not mean that the advice and counsel of the 
teacher may not weigh heavily in the planning. 
But the value of the undertaking will lie largely 
in the democratic procedure in which the group 
will engage in arriving at a plan of action. 

(3) The execution of the plan. The finest kind 
of a plan may be rendered useless if the teacher is 
unable to lead the pupils to carry it through. The 
teacher of Intermediates will find himself con- 
fronted with the task of helping the group to exe- 


140 INTERMEDIATE METHOD 


cute their own outline of action. All his tact and 
resourcefulness will be called into play. Pupils 
will need assistance at times of difficulty, encour- 
agement when enthusiasm is lagging, definite direc- 
tion in difficult parts, constant supervision to make 
sure that failure is not experienced in certain phases. 
Not only is activity required but activity that is in- 
telligently conceived and effectively carried through. 

(4) Evaluation of results. This is a necessary and 
important part of a completed project. Without 
such evaluation the project may fail of achieving 
some of the most significant results in the expe- 
rience of the pupils. Such evaluation should not 
occur in the mind of the teacher alone. The pupils 
will profit greatly by critically reviewing their pro- 
cedure, discovering their own mistakes, and realizing 
wherein they have achieved signal results. The 
actual accomplishments need to be realized, espe- 
cially in the light of the objectives had in mind at 
the beginning of the undertaking. 

(5) Conserving results. If a principle of conduct 
has been developed every effort should be made 
immediately to apply the principle to everyday 
living. If the solution of a difficult problem has 
been discovered, its application should not be left 
to chance. In the development of many projects, 
interesting problems and studies will be brought 
before the group. It will not be possible to take 
them up during the prosecution of the project at 
hand. It will be highly desirable, however, for the 
group to make note of these and to keep them in 
mind for future use. In this way a teacher or class 
may always have on hand a number of projects 
in which interest has already been stimulated. 


IN THE CHURCH SCHOOL I4I 


THE PROBLEM-DISCUSSION METHOD 


The problem-discussion method is admirably 
suited to classroom work with Intermediates. It 
is designed to develop pupils in critical thought and 
expression by confronting them with problems, 
questions, and topics of personal interest and of 
vital importance to the Kingdom. It is a natural 
method of learning. The minds of Intermediates 
are normally grappling with problems of one kind 
or another outside of the classroom. The teacher 
of young men already referred to, who complained 
to a specialist in religious education, “‘I don’t know 
what to do. I have to spend half the lesson period 
talking over the problems my young men want to 
discuss before we can get down to the study of the 
lesson,” did not realize that there could be no more 
profitable “‘lesson’’ for the young men than the 
solution of those very problems. The outstanding 
need in most classes of young people is for a 
problem-centered curriculum, provided that the 
problems lie within actual experience. 

Nature of the problem-discussion method.—The 
discussion calls for democratic group participation. 
It not only stimulates thought but it also leads to 
the forming of judgments, weighing evidence or 
arguments, and making decisions. It enables 
pupils to contribute out of experience and reflection. 
It broadens the understanding and sympathy and 
trains in a wholesome spirit of “‘give-and-take” in 
discussion./ A vital issue or problem naturally 
occasions discussion. In arriving at a solution 
there is an inevitable effect upon the individuals 
and the group. Wrong attitudes and opinions are 
repressed while those that are right are strengthened. 


\ 


142 INTERMEDIATE METHOD 


In many ways this resembles the project method. 
However, a distinction may be made between the 
two. A discussion-problem developed in the class 
session may or may not take the form of a project. 
The term ‘‘problem-discussion” is used to desig- 
nate more distinctly mental projects of study, and 
especially those of more limited treatment. 

Steps in the use of this method.—Four definite 
steps are followed in carrying the problem-dis- 
cussion method through to successful issue. The 
first is that of defining the problem. ‘That a dis- 
cussion may be profitable it must center in a par- 
ticular topic. The most effective and fruitful 
method of stimulating earnest discussion is to con- 
front the class with some definite problem in their 
own lives. Sunday-school lessons have been all 
too lacking in their treatment of problems of the 
everyday living of Intermediates. The capable 
teacher may take the regular lessons ‘outlined in 
the quarterlies and study each lesson, to find sug- 
gestions regarding problems or points of great 
interest in the lives of the pupils. In the solution 
of these problems the reference materials presented 
in the quarterly may be used with profit. 

Once the problem is defined, the second step is 
that of discovering the sources of solution, that is, 
the materials and experiences which will throw 
light upon it. <A wide variety of sources may be 
brought into use: These will include personal 
experiences of members of the group and of the 
leaders, observation, the experiences of others, and 
help drawn from the study of lives of outstanding 
characters, experiences of others recorded in writ- 
ings. The Bible will be used constantly, of course, 


IN THE CHURCH SCHOOL 143 


as source material. It will be the teacher’s task to 
stimulate inquiry into all of these fields and, as 
far as possible, to make them available to the 
pupils. 

A third step is that of discovering the princtple of 
solution. From the materials and experiences con- 
sidered, possible solutions will emerge. These 
should be carefully listed and the probable results 
of each reviewed. The differing points of view of 
the members of the group should be clearly ex- 
pressed and contrasted. From this discussion a 
definite principle of solution should be discovered 
which represents the best judgment and, as far as 
possible, the unanimous opinion of the group. Such 
a principle should prove valuable not alone for the 
solution of this specific problem but for others of 
similar character. For the group to arrive demo- 
cratically and under the guidance of a skilled teacher 
at a trustworthy statement or principle of action 
in meeting a vital issue or problem of life is a real 
achievement in religious education. It will be 
necessary for the teacher, as an older and more 
experienced person, to make sure that the prin- 
ciple is true to fact and to life. It is important 
that this principle be adequately and clearly stated. 

The fourth step, that of applying the principle 
of solution, is the most important. It matters little 
how admirable a statement of principle may be, 
if there is failure in making the application. When 
the group has agreed upon a solution, a number 
of questions are faced: Is the solution workable? 
Will it prove adequate and permanent? How can 
it be applied? What are the first steps in applying 
it to life? Here the resourcefulness of the teacher 


TA4 INTERMEDIATE METHOD 


will be taxed. Life situations should be provided 
or called to the attention of the group in which the 
principle has direct application. The desire to 
make a personal application should be awakened. 

Important aspects of problem-discussion method. 
—There is constant danger in the use of this method 
that profitless, haphazard talk instead of vital - 
discussion will occupy the class session. It is also 
easy for the discussion to degenerate into an argu- 
ment in which individual opinions are exalted above 
the discovery of truth, in which the feat of proving 
someone else wrong outranks in importance the 
discovery of a solution. Intermediate young people 
lack in breadth of interest and sympathy. They 
are apt to be stubbornly opinionated with insuff- 
cient knowledge and experience to support them. 
The teacher must be able to safeguard the class 
from unfortunate experiences of this kind. 

In order to plan the session intelligently, the 
teacher needs to understand fully the problem under 
discussion, to have at his command a wealth of 
fact data and suggestive material, and to anticipate, 
as definitely as possible, the outcome of the dis- 
cussion. In order to stimulate thought and arouse 
discussion, it is very important that the teacher 
have in mind the leading questions to be asked 
and be able to state them clearly. These questions, 
frequently, will be most vital to the development 
of the problem and should be introduced at the 
proper time. 

The resourceful teacher should always be watch- 
ful for the development of particular interests 
which may be somewhat foreign to or wholly apart 
from the problems under discussion. These may 


IN THE CHURCH SCHOOL 145 


be made subjects of later study. Or, if the interest 
of the group swings in a dominant manner to a 
new problem, there are times when the teacher 
should permit them to follow such an interest. 
Problems which occupy one or a few class sessions 
may well be made more helpful by forming them 
into larger units which represent a progressive 
series of vital early adolescent problems. 


THE Story METHOD. 


The words ‘‘Once upon a time’’ never lose their 
charm. This is particularly true of early adoles- . 
cents. The use of stories in religious education has 
been considered primarily in connection with chil- 
dren. This has been an unfortunate limitation, for 
stories should have a large use in the religious 
education of Intermediates. It is a universal teach- 
ing method. Its effectiveness with all ages has 
been fully demonstrated. Its power to awaken 
interest, to establish ideals, to motivate conduct, 
and to set patterns of action vividly before pupils 
of the age under consideration is unquestioned. 
Teachers of Intermediates-will need to understand 
the uses to be made of stories, their structure, 
proper methods of using them, and the sources 
of stories available for use in the Intermediate class. 

The nature of a story.~A story is a series of 
incidents or events woven about a central incident, 
character, or plot. A good story is one that is care- 
fully organized and presented in a graphic manner 
In order to meet such requirements, a story must 
contain a good plot, character traits in action, 
descriptions, and conversation. The story plan or 
plot is represented in the purpose and skeleton of 


146 INTERMEDIATE METHOD 


action when the story is reduced to its simplest 
form. The following may be considered the essen- 
tial characteristics of a good story plot: it should 
have a definite beginning and ending, logically 
connected; the plot must be credible; it should 
awaken a sense of value—if it is not interesting, 
it will have little educational value; it must have 
a clear climax; it should quicken moral insight and 
understanding; it should represent desirable char- 
acter traits in action. 

Characters that are human, real, with interesting 
personalities are essential to a good story. The 
contrast between good and bad characters should 
always be clear and distinct. Stories in which a 
“‘sood-goody” type of character is made the hero 
or in which the bad characters are presented in 
such a way as to win approval are not desirable. 
These young people need stories presenting strong 
red-blooded, heroic personalities. Stories with action 
make a strong appeal to them. A good story will 
need progressive action. Description, lengthy dis- 
cussion and moral philosophizing should not inter- 
fere with smooth and rapid action. 

Suitable conversation in a _ story increases its 
interest. It is an effective method of making the 
characters real. It should, however, be made a 
natural part of the story. For the most part char- 
acters should be made to use picturesque, forceful, 
and simple language. The vocabulary used should 
always be within the understanding of those to 
whom the story is being told. 

Description should be used to the extent that it 
enriches the story, makes the characters and action 
stand out with greater charm of power, and aids 


IN THE CHURCH SCHOOL 147 


in leaving a more vivid impression upon the minds 
of the pupils. Minute and explanatory descriptions 
may easily defeat the purpose of the story. They 
may direct interest away from the main issue. 

Principles of story-telling.—In acquiring skill in 
story-telling practice under supervision Is necessary. 
Such simple rules as the following should govern 
the teacher’s efforts to tell stories effectively: 

(1) The story-teller should always assume a pose 
that is natural and one that adds to rather than 
detracts from the effectiveness of the story. 
Unnaturalness of position, undue motion, restless 
fingering of personal effects, and unusual features 
of dress are all apt to detract from the interest of 
the hearers in the story. The strikingly unique 
personal characteristics and mannerisms of the story- 
teller must be made as unnoticeable as possible. 

(2) Gestures should be the spontaneous out- 
growth and expression of the thought of the story. 
Only such gestures should be used as contribute 
to the effectiveness of the story. Mechanical or 
forced gestures are to be avoided. Facial expres- 
sions can frequently be used with greater effective- 
ness than gestures. 

(3) The voice should be pleasing, well-modu- 
lated, and suited to the nature of the story. The 
story-teller should make earnest effort to bring out 
the pleasing qualities of the voice, avoiding unneces- 
sary loudness, shrillness, or undue lowness of tone. 
A pleasing voice goes a long way toward interesting 
a group of Intermediates in a story. Those respon- 
sible for telling stories should make sure that their 
articulation is clear and sufficiently loud for all 
the group to hear. 


148 INTERMEDIATE METHOD 


(4) The dramatic element should be carefully 
used with Intermediates. Its use should be modified 
from that successful with younger children. Baby- 
ish tones, crude impersonations, and unusual qual- 
ities of voice and gesture will frequently shift the 
attention of young people from the story to the 
story-teller. However, the dramatic element, prop- 
erly developed, gives to the story its charm and 
power. The story-teller should cultivate carefully 
the power to present skillfully the dramatic quality 
of the story used. Swift action, tense moments, 
and natural climaxes should all be vividly portrayed. 

(5) The good story-teller will be content to let 
the story teach its own lesson. He should not 
moralize. Rather he should select stories and tell 
them in a way to make moralizing unnecessary. 
“Preaching from a story” will usually be heartily 
resented by Intermediates. They are, however, 
responsive to the direct message of a good story. 

Story interests of adolescents.—Youth is pre- 
eminently a time of deep interest in altruistic activ- 
ity, adventure, loyalty, careers, travel, and personal 
achievement. Good stories dealing with these vital 
interests will therefore secure enthusiastic response 
from young people. Early adolescent young people 
are in a most favorable condition psychologically 
for, a generous use of stories. The increasing self- 
consciousness, the developing social life, the awaken- 
ing of the finer group loyalties, expanding personal 
and social interests call for stories dealing with 
self-mastery, heroic achievement, moral adventure, 
chivalry, lofty friendships, romance, problems of 
human relationships, institutional and group loyal- 
ties, and the portrayal of career achievements. 


IN THE CHURCH SCHOOL 149 


These are some of the more common story interests 
of early adolescents. 

Sources of suitable stories.—The leader of Inter- 
mediates interested in story material cannot be 
directed to any single complete source of supply. 
Every conceivable source should be canvassed to 
secure the most desirable material. Many teachers 
are finding it highly desirable to make their own 
storybook, gleaning stories from many sources and 
arranging them in a loose leaf or other notebook. 
The following are suggestive of suitable stories and 
valuable collections of stories for Intermediates:’ 


The Bible. 

Builders of the Church, Tucker. 

A Litile Book of Profitable Tales, Field. 

Golden Windows, Richards. 

Heroes of Everyday Life, Coe. 

Girlhood Stories, Cather. 

Hero Tales from American History, Roosevelt and 
Lodge. 

Heroes of To-day, Parkman. 

Hero Tales from the Far North, Riis. 

More Than Conquerors, Gilbert. 

Poor Boys Who Became Famous, Bolton. 

Lives of Girls Who Became Famous, Bolton. 

Ten Great Adveniurers, Sweetser. 

Stories for Special Days in the Church School, 
Eggleston. 

Heroines of Service, Parkman. 


1 The reader is referred to the following sources for more extended lists of story 
material; Chief Librarian, Boy Scouts of America; Headquarters, The Girl Re- 
serve Movement, Boys Division, International Council of Young Men’s Christian 
Associations, The Book of the Camp Fire Girls, Canadian National Girls Work 
Board. The addresses of these organizations will be found on p. 206. 


150 INTERMEDIATE METHOD 


Knights of Service, Bradshaw. 
In the Land of the Blue Flower, Burnett. 
Love Stories of Great Missionaries, Brain. 
Selections from the writings of such authors as 
Hugo, Hale, Wallace, Van Dyke. 


THE TOPICAL OR RESEARCH METHOD 


Young people of early adolescent age are rapidly 

developing interest and ability in independent study 
and research. They are eager for studies requiring 
mental cooperation on the part of both pupils and 
teacher. They need to have opportunity to engage 
in careful though brief research in problems of 
religious conduct and thought. They should acquire 
the ability to assemble facts and weigh them, to 
arrange arguments, and form independent judg- 
ments. The topical or research method is admirably 
adapted to afford training and instruction along 
these lines. 
/ Types of lessons suited to this method.—One of 
the objectives of religious education is to bring the 
pupil into the possession of helpful religious knowl- 
edge. The rich heritage of the past in the form of ' 
the accumulated experience of the race awaits the 
studious youth. The careful organization of a 
class of young people for study of the most fruitful 
bodies of religious knowledge through the research 
or topical method will help in motivating their 
effort to master large bodies of such material. 

Geographical lessons may be studied effectively 
by the use of the topical or research method. 
Abundant facts should be discovered by pupils 
relative to certain phases of biblical geography. 
Research studies should be conducted into living 


IN THE CHURCH SCHOOL 151 


conditions of early times which will throw light 
upon Bible times. Book studies may be conducted 
profitably as a topical or research study. Inter- 
mediates need to be discovering the unity and 
relatedness of many of the topics and lessons hith- 
erto studied in a fragmentary and more or less 
haphazard manner. Books as a whole, certain 
themes in selected books, or series of books, may 
be treated in this manner,” 

Theme studies may al§o be treated by this method. 
The International Graded Lessons for Intermediate 
years embrace a number of series of lessons that 
may be developed profitably through this method. 
Part IV, D, of the third year is especially adapted to 
this form of treatment. Problem studies, discussed 
under both the problem-discussion and_ project 
methods, employ much of the technique of the 
topical research method. MResearch under careful 
supervision and the thorough treatment of certain 
topics will doubtless be a vital part of many differ- 
ent kinds of lessons. ‘The resourceful teacher will 
soon discover what valuable results may be secured 
if the technique of topical and research study is 
employed. 

How to use this method.—A number of im- 
portant factors should be considered in order to 
achieve the best results. These are: 

(1) The teacher’s full understanding of the nature 
and amount of the material to be covered through 
this method. The best progress is impossible unless 
the teacher has thoroughly thought through and 
organized the study. Fruitless effort on the part 
of the pupil may thus be avoided. 

(2) The making of definite assignments is neces- 


152 INTERMEDIATE METHOD 


sary. Intermediate young people are not expe- 
rienced in this kind of work, and teachers should 
make sure that topics, studies, and problems are 
assigned with very great clearness and definiteness. 

(3) It is essential that the sources of information 
be indicated with the assignment. Young people 
have very little idea of where to turn for pertinent, 
helpful material. To encourage pupils and to 
prevent failure in reports, teachers should make 
sure that the pupils know where to go to get help. 
A post card sent during the week or a telephone 
call carrying suggestions of helpfulness to doubtful 
pupils may prove very effective. 

(4) Care should be exercised to keep the assign- 
ments within the individual pupil’s ability and 
interests. The least experienced and most timid 
members should be encouraged to take active part 
through assignments that they are able to com- 
plete. The more capable members of the class 
should have their abilities employed in the accom- 
plishment of more difficult assignments. In every 
case the assignments should constitute real tasks. 

(5) Work on the assignments should be properly 
motivated. ‘The work loses much of its value if 
a proper motive is lacking. To do the work merely 
because the teacher requests it, because the others 
in the class expect it, or from a feeling that it 
must be done, can hardly yield the best results. 
It is the teacher’s task to create a keen interest 
on the part of the pupil in the subject under investi- 
gation. He should endeavor to lead the pupil to 
sense the importance of the work and to see the 
value to the class and to himself if a successful 
report is made. The teacher should be careful to 


IN THE CHURCH SCHOOL 153 


keep a sustained interest in studies that cover 
considerable time. 

(6) A careful check and follow-up should charac- 
terize all assignments »and undertakings. Some 
pupils and classes enthusiastically take up a study 
or accept an assignment only to drop it suddenly 
or when it is partially completed. Patience, tact, 
and persistence frequently will be required on the 
part of teachers to bring pupils to the fulfillment of 
their tasks. A teacher is failing and doing young 
people an injustice when he makes a definite assign- 
ment and forgets to call for a report or permits 
the pupil to slide by the matter of reporting on a 
specific task that has been accepted. Persistent 
follow-up and considerable assistance may be neces- 
sary on the part of the teacher before some pupils 
will be developed in the acceptance and discharge 
of such responsibility. 


OTHER METHODS THAT HAVE LimITED USE! 


The methods of teaching discussed above repre- 
sent those most suitable for use with the Inter- 
mediate class. However, other methods which have 
limited uses should be mentioned. Among these 
are the following: 

The lecture Prethed: \_This is not a method 
universally adapted to Intermediates. It has the 
advantage of enabling the teacher to present a 
maximum quantity of material in organized fashion. 
But it elicits a minimum of cooperation and reac- 
tion from the pupil. It does not provide oppor- 
tunity for the large degree of pupil expression which 
should characterize class work with Intermediates. 
It has its place in teaching when the teacher has 


154 INTERMEDIATE METHOD 


superior information and when the data should be 
brought to the attention of the pupils under marked 
time limitation and in a particular sequence. 

Dramatization.—There is increasing realization of 
the value of dramatic interpretation in the teach- 
ing of religion, in the development of religious 
interests, attitudes, and in the acquiring of skills 
on the part of pupils. Dramatization affords pupils 
an opportunity to “‘live”’ the characters and events 
they read or study about./ It is a natural, spon- 
taneous method of teaching, utilizing the pupils’ 
natural tendencies toward imitation and play. It 
will doubtless be used increasingly in the training 
of Intermediates. / However, its use in the Sunday 
session of the church school will necessarily be 
limited except where the session is greatly extended.” 
Dramatization requires considerable time, proper 
working conditions, and capable leadership. These 
will not be readily available in the average church 
school. If this method is used to any extent, it 
will be used as a midweek activity, the young 
people dramatizing material used as a part of the 
program of the church school session. Projects 
in dramatization may, of course, with great profit 
to the young people be carried on independently of 
class lessons. 

Catechetical teaching.—Instruction in religion has 
been given in the past largely through the use of 
the catechism. Its educational value has been 
seriously doubted because of its emphasis on mem- 
orizing and its failure definitely to affect character 
and conduct. What a pupil memorizes may or 
may not be realized as character traits. It is what 
enters into the life to modify definitely one’s ideals, 


IN THE CHURCH SCHOOL 155 


attitudes, and habits that brings about develop- 
ment. The question and answer method will always 
have a large place in teaching religion. But to 
restrict its use purely to securing memorization of 
systematically organized material, or materials that 
include abstract and complex concepts, is unwar- 
ranted. 

Prerequisites to effective teaching.—The most 
effective teaching methods and most carefully laid 
plans will fail to accomplish their purpose under 
adverse conditions. Successful classroom work calls 
for separate classrooms, suitable equipment, and an 
atmosphere of quiet and order. These are fre- 
quently lacking in church schools. The teacher 
who would make the most of his efforts will strive 
to secure proper working conditions. Until there 
is recognition of the necessity for such conditions 
teachers and superintendents will labor under handi- 
caps which materially lessen the effectiveness of 
the classroom work. 

The teacher should strive to control conditions 
and physical features such as ventilation, light, 
seating arrangements, interruptions. Unless this is 
done the difficulties of controlling the group will 
be greatly increased. Pupils are not likely to be 
attentive and cooperative when there are frequent 
interruptions, where it is either too hot or too cold 
to be comfortable, when they face bright lights 
that annoy them, when they are seated in a manner 
to encourage misbehavior, and when they cannot 
hear the teacher or other member of the class dis- 
tinctly speaking. Proper environment and suitable 
working conditions will greatly increase the effec- 
tiveness of classroom procedure. 


156 INTERMEDIATE METHOD 


For further study: 


1. Formulate your own definition of the teaching 
‘process. : 

2. Outline completely a project suitable for either 
a class of Intermediate young men or young 
women. 

3. Make a selection of problem situations which 
you consider suitable for detailed study by 
Intermediate classes. | 

4. Select and group stories according to out- 
standing interests of Intermediate young 
people. 

5. Write out in detail the advantages and dis- 
advantages in the use of the topical method 
of teaching Intermediates. 

6. Make a more extended list of methods of 
teaching having limited use with early 
adolescents and indicate their limitations. | 


For further reading: 


Betts, George Herbert, How to Teach Religion. 

Betts, George Herbert, and Hawthorne, Marion O., 
Method in Teaching Religion. 

Maus, Cynthia Pearl, Teaching the Youth of the 
Church. 

Weigle, L. A., The Pupil and the Teacher, Part 2. 

Gregg, A. J., Group Leaders and Boy Character. 

Shaver, Erwin L., Teaching Adolescents in the 
Church School. 

Towner, Milton C., One Hundred Projects for the 
Church School. 

Cather, Catherine, Religious Education Through 
Story Telling. 


IN THE CHURCH SCHOOL 157 


CHAPTER VII 


RELIGIOUS DEVELOPMENT THROUGH 
WORSHIP 


RELIGIOUS education includes much more than the 
acquisition of fruitful knowledge. It aims at char- 
acter development in the broadest sense. Character 
is the composite result of certain bodies of knowl- 
edge retained in the mind, the attitudes one devel- 
ops, the feelings which come to dominate waking 
moments, the motives, the habits—indeed, the 
whole bent of the personality. It is apparent that 
the development of a strong, well-balanced and 
capable Christian character will require more than 
mere classroom or textbook instruction. A wide 
variety of elements will enter into the religious 
development of the individual. Worship is one of 
the most important of these elements. Those who 
attempt to direct religious development need to 
understand the function of worship in religious 
education, and especially what are the most suit- 
able methods and materials for early adolescent 
worship. 


NATURE AND Atm OF WORSHTP 


The practice of the presence of God such as is 
facilitated through worship is of vital importance 
in the religious development of Intermediate young 
people. There is no substitute for it in the culture 
of the religious life. Certain responses are secured, 


ee) 


158 INTERMEDIATE METHOD 


definite feelings evoked, and types of expression 
are provided through worship which cannot be 
secured through any other form of religious educa- 
tional activity. It is one of the most powerful 
means of securing character development and 
religious growth. 

The nature of worship.—Worship influences pri- 
marily the affective nature. It is the realization 
of communion and fellowship with the heavenly 
Father. It involves the exercise and development 
of powers of appreciation and affection. It is con- 
cerned with the development of attitudes. Wor- 
ship is a means whereby motives to do right may 
be cultivated and wholesome religious aspirations 
and desires strengthened. 

The experience of worshiping God is different 
from that of acquiring fact information about God. 
The former has been termed knowledge or first- 
hand experience of God, the latter is knowledge 
about God. Worship may be considered as an 
experience in which a personal and social approach 
to God is made. It is the positive expression of 
the soul as well as a receptive experience. It in- 
volves an attempt on the part of the individual 
to express his thought and feeling toward the 
object of his devotion, as well as the effort to “hear 
the still small voice.””’ The materials and forms 
of worship should always be consistent with the 
inner aspects of worship. ‘“‘God is a Spirit: and 
they that worship him must worship him in spirit 
and in truth.’ 


Function of worship in the Intermediate church 


school.—The purpose of worship lies within the 


1 John 4. 24. 


IN THE CHURCH SCHOOL 159 


general aim of religious education. Its purpose is 
twofold—to provide genuine experiences in worship 
and to provide definite training in worship. First 
of all, it aims to develop God-consciousness in the 
individual. The primary function is to lead the 
individual into fellowship with God and to make 
it possible for him to share that experience with 
others. The individual needs to become familiar 
with ways of realizing and sustaining this com- 
munion. This may be brought about through a 
carefully planned series of worship experiences.. 
The conduct of worship is essentially the creating of 
conditions which train the individual progressively 
in the art of communing with God in private and 
as a member of a group. In order to learn to wor- 
ship, young people should experience worship. 

Definite training in worship should be provided 
for Intermediates. This involves the mastery of 
the materials and the technique of worship. Social 
worship is made possible through the use of cer- 
tain materials and forms of procedure, the develop- 
ment of common attitudes, and the ability of the 
worshiping group to enter together into the activ- 
ities of the service. 

All this involves ways of doing things. A game 
of baseball is impossible until the players have 
acquired a knowledge of the rules of the game 
and have developed skill in performing the various 
activities which constitute it. This is likewise 
true of the great social adventure of worship. 
Every young Christian should acquire the ability 
and master the technique by which he can readily 
and successfully commune, spiritually, with fellow 
men and with God. He needs to learn how to 


160 INTERMEDIATE METHOD 


choose and sing hymns with feeling and intelligence, 
to pray silently and audibly, to use Scripture with 
understanding, to respond to suggestions of leaders 
if he is to have a fruitful experience of worship and 
to take an active part whenever opportunities are 
presented. 

To be effective in life, the worship experience 
should become a matter of habit. The program 
of training in worship aims to develop the habit and 
disposition to engage in devotional activity. That 
the program of religious education of the past has 
failed largely to achieve this objective is evidenced 
by the large number of people who, though they 
have attended Sunday school regularly during child- 
hood, have failed to develop the disposition and 
habit to engage regularly in the church services of 
worship. There should be definite, persistent effort 
to establish youth in this habit. 


INTERMEDIATES’ NEED OF TRAINING IN WORSHIP 


There are certain factors that indicate clearly the 
urgent need of an adequate program of training 
Intermediate young people in worship. Among 
these are the following. 

Need of a quieting, steadying experience.—Life is 
naturally chaotic as a result of the physical and 
social changes which are occurring during these 
years. Added to this are the hurry, strain, and 
confusion characteristic of the life of modern youth. 
Young people need to have established early in 
life what seems to have become almost a lost art 
to-day—the art of meditation. The fact that 
“They that wait upon the Lord shall renew their 
strength” is as true of youth as of any other age. 


IN THE CHURCH SCHOOL 161 


Young Christians should learn through experience 
that “in quietness and confidence shall be your 
strength.’’ This will mean that life for them will 
have an element of stability which can be found 
nowhere save in well-developed and sustained devo- 
tional practice. This will necessitate systematic 
training in worship. 

Need of a vivid realization of God.—As children 
become adolescents, they should become God- 
conscious in a new and vital way. Varied interests 
are coming into the life for the first time. Life 
itself for them is enlarging. They are entering a 
period of greater powers, keener temptations, more 
perplexing problems, and more important decisions. 
Many a young person passes through the expe- 
riences incident to these changes without a corre- 
sponding change in the experience of God in the 
life. God is not brought intimately enough into 
the life to direct the greater powers, to strengthen 
against temptation, to guide in the solution of 
problems and in making important choices. 

As a high-school boy, a member of a large Sunday 
school, once said in earnestness to an adult leader: 
“What is the ‘grace of God’ anyway? What do 
you honestly mean by prayer? We hear these 
things talked of but we young people don’t really 
know what is meant.” Young people are made 
conscious of the wonders of nature; they are 
acquainted with the facts of current history. But 
they need above everything else a consciousness of 
God in their lives and in the world in which they 
live. They need to know him as a present source 
of strength in everyday living. 

Need to develop the affective side of nature.— 


162 INTERMEDIATE METHOD 


To feel deeply is a demand of adolescent personality. 
The power of a wholesome love and loyalty needs 
to be felt in the life. It is in the realm of the affec- 
tions that worship makes its greatest contribution 
to religious development. It seeks to stimulate 
affection, to awaken wholesome emotional responses, 
and to release powerful motives. Youth needs to 
know much about God, Christ and the ways of 
the spirit. But that knowledge must be emotional- 
ized, lighted up with feeling, realized in the life 
through the drive of strong motives. 

It was an impressive experience a Christian leader 
had as he looked time after time upon a great 
gathering of Jewish boys and heard their song close 
each time with a dramatic avowal ‘‘to be a loyal 
Jew.” When Protestant youth have sung virile 
hymns about their love of Christ, have prayed 
together that they might be loyal to him, and 
together have pledged their lives to service in his 
kingdom, they stand in the greatest likelihood of 
possessing that love and loyalty that will make 
them faithful and effective followers of Christ. 


CONDITIONS FAVORING TRAINING IN WORSHIP 


A number of factors combine to make the years 
twelve, thirteen, and fourteen a time when worship 
with a minimum of effort can be made a vital and 
permanent part of the religious life. 

Habits and attitudes becoming personal and 
permanent.—The individual is still in the plastic, 
habit-forming period of life. Permanent attitudes, 
life-long dispositions and fixed habits are still being 
formed. The training of previous years with 
respect to worship needs to be further developed 


IN THE CHURCH SCHOOL 163 


and made more personal. Habits and attitudes 
that are to remain permanently in the life should 
be securely integrated into personality and personal 
experience during these early years. Early adoles- 
cence is a unique time in which to make sure that 
this takes place. If worship is not made a vital, 
meaningful experience by the end of this period, 
the chances are slight that it will ever be natural 
and spontaneous. 

Unusual sensitiveness to spiritual influences.— 
Young people who are normal are easily stirred 
emotionally. Religion with them is highly charged 
with emotion. Sentiments are easily provoked. 
For this reason right emotional responses should be 
secured. The mystical elements make a strong 
appeal. There is usually an inarticulate longing 
for personal communion with the great unseen 
Spirit. A search for contact with permanent real- 
ity is frequently a vivid experience to those who 
find themselves in a world of change within and 
without. The early adolescent boy or girl is apt to 
give unusual expression to the effort and desire to 
have fellowship with the Creator of all life. The 
spirit is sensitive and the heart is becoming more 
responsive to those impressions which will bring it 
into a permanent and satisfactory relationship 
with the Divine Being. Worship may provide a 
wide variety of most helpful impressions and expe- 
riences of this character. 

Responsiveness to appeal of symbolism and 
ritual.—The universal appeal to youth of the sym- 
bolism and ritualism of some of the recreational 
programs, such as the Camp Fire Girls and Boy 
Scouts, is evidence that their appeal is strong. 


164 INTERMEDIATE METHOD 


Religion is permeated with symbolism. Many of 
its forms of expression are naturally ritualistic. 
These factors combine to make worship a natural 
and spontaneous form of religious enjoyment .and 
expression. The imagination is active. It takes 
hold of stimuli readily. The transition from the 
consciousness of material things to that of spiritual 
forces is easily made. The early adolescent is begin- 
ning to be responsive to the mystical and sym- 
bolical appeal of worship. 

Change from child world to adult world.—Since 
the earliest days of tribal life, the transition from 
childhood to youth has been attended by formal 
initiation into the life of the tribe. It signified that 
the young man was considered able to share the 
experience of the adult group. One of the vital 
forms of adult religion is that of the regular service 
of worship. In helping the individual in his tran- 
sition from childhood and childhood’s religion to 
the adult life and forms of adult religion the ne- 
cessity of leading the young person into a satisfying 
participation in the adult worship service should 
be realized. This transition makes the years of 
early adolescence a unique time for the more com- 
plete development of the worship experience. Inter- 
mediates should be aided in establishing habits 
of regular attendance upon the adult service of 
worship during this period. 


MATERIALS OF WORSHIP 


The program of worship for Intermediates should 
include certain formal elements. In the personal 
approach to God, which we call worship, there are 
certain activities and materials which facilitate 


IN THE CHURCH SCHOOL 165 


individual and social fellowship with God. Those 
most common in worship and of importance to this 
period are the following: music, hymns, prayer, 
meditation, Scripture reading and responses, giv- 
ing, and instruction. 

~ Music.—Music in itself may be made to assume 
great importance in the service of worship. Rightly 
chosen and well rendered, it has unusual power to 
stir the emotions, to awaken desires, to secure 
reverent responses. Music is a natural language 
for the expression of the emotions. Suitable musi- 
cal selections in the form of instrumental and vocal 
numbers may be introduced as preludes, special 
features, offertory accompaniments, prayer re- 
sponses, and closing meditations, with unusual 
effectiveness. 

Such music will need to be carefully chosen. 
It is highly important that the music Intermediates 
hear or produce in their worship services be of the 
very highest character. Aside from the contribu- 
tion which such music makes to the spirit and 
purpose of worship, it should serve definitely to 
cultivate the tastes of these young people for the 
better types of music. Through proper selection, 
skillful rendition, and helpful interpretation music 
can contribute richly to the spirit of worship and 
at the same time serve to train early adolescents 
in appreciation of the best music. 
¥ Hymns.—It is largely through praise that the 
individual gives utterance to feelings of love, rever- 
ence, and appreciation for the object of his wor- 
ship. Praise assumes various forms, but it occurs 
most frequently in hymns. Hymns are frequently 
born of a spirit of praise, and their language is such 


166 INTERMEDIATE METHOD 


as to stimulate a desire on the part of the indi- 
vidual to express emotions of love and gratitude. 
Because of the constant use of hymns in worship 
it is exceedingly important that young people be 
led to know and use the right kind of hymns. 

A wide variety of hymns is available for use. 
These include hymns of praise, prayer hymns, 
hymns of challenge, of service, of mystical expe- 
rience, of the God of nature, of consecration. The 
following are suggestive of what may be considered 
suitable: ‘“‘True-hearted, whole-hearted’’; ‘‘Jesus 
Calls Us’; ‘Onward, Christian Soldiers’; “I Would 
Be true’; ‘O' Jesus, Prince of Life. and Truth; 
“He Leadeth Me’’; ‘‘O Master Workman of the 
Race”; “O Master, Let Me Walk with Thee’; 
“Dear Lord and Father of Mankind”; ‘‘Beneath 
the Cross of Jesus’; “‘America the Beautiful’; 
““Holy, Holy, Holy”; ‘‘Day is Dying in the West”; 
“OQ Worship the King”; ‘‘Fairest Lord Jesus’; 
“Faith of Our Fathers’’: and ‘‘Just as I Am Thine 
Own To Be.” 

Prayer.—Prayer may be considered as the cen- 
tral act and experience of worship. Since worship 
is essentially the endeavor to hold communion 
with the Divine Being, it can readily be seen that 
the act of prayer is at the heart of worship. This 
is true of both private and public devotions. Prayer 
needs to be made intelligent to all worshipers and 
the various means of developing its use should be 
employed to establish it as a life habit. In order 
that Intermediates may be intelligent in their 
prayer life definite instruction should be provided 
in the proper form, content, meaning and use of 
prayer. 


IN THE CHURCH SCHOOL 167 


Meditation.—Quiet meditation has already been 
referred to as an experience of which youth of 
to-day are greatly in need. ‘Be still, and know 
that I am God” is a command that young people 
should seek to obey. The “still small voice” can- 
not be heard in the clamor of jazz music or in the 
rush and confusion of modern life. In the mo- 
ment of quiet, in private devotion or group wor- 
ship, the voice of God can be heard speaking to 
the soul. Prayer, praise, the reading of Scripture 
and other inspirational literature are used frequently 
in the act of meditation to guide the thought and 
to stimulate the fullest response to the wooing of 
the Spirit of God. Meditation, very difficult and, 
indeed, impossible for more than brief periods, is a 
wholesome discipline for the young people of to-day. 

Scripture.—Portions of the Bible, carefully se-, 
lected and studied devotionally, are fruitful means 
of stimulating a worship experience. They pro- 
voke a thoughtful consideration of life’s greatest 
problems. _They awaken strong desire to serve 
one’s fellow man. Bible readings may be introduced 
into devotional and worship services to develop a 
certain theme, to constitute a voicing of praise, 
or to provide a group prayer. Scriptural responses 
between leader and group may well form a part 
of the service. In every case intelligence and 
definite purpose should guide in the selection and 
use of Bible passages. Undiscriminating and care- 
less use of the Bible is strictly to be avoided with 
this age. 

The offering.—The act of giving may be con- 
sidered as a meaningful part of worship. Few things 
have tended more to lessen the dignity and sig- 


168 INTERMEDIATE METHOD 


nificance of stewardship than the careless dropping 
of a penny, or perchance a nickel, into a class 
envelope or into the hat of some class secretary. 
Young people have received little instruction 
regarding the solemn obligation of stewardship 
and little opportunity has been provided for them 
to develop a wholesome attitude toward giving. 
The giving of that which can be used to promote 
the Kingdom should be made a worshipful act, 
one which fosters reverence and strengthens the 
relationship between giver and the One whose 
divine purpose is being furthered by the gift. 

For this reason many Sunday schools are dis- 
pensing with the ‘“‘class collection” cared for as an 
item of business in the class session and are taking 
the offering as a part of the departmental or gen- 
eral school worship service. This may easily be 
made an impressive ceremony, with pupil ushers, 
an offertory hymn or prayer, and an atmosphere 
of reverence. Single or duplex envelopes are fre- 
quently used. ‘These add to the significance of 
giving, calling usually for a definite pledge and 
otherwise encouraging a regular and systematic 
practice of stewardship. 

Instruction and discussion.—Information in the 
form of talks, discussion, and the story may enter 
into the service of worship if it aids in developing 
a genuine worship experience. Such information 
should be definitely related to the theme of the 
service and should be of such nature as to 
strengthen the attitudes and appreciations sought 
in the service. The worship service is not a time 
for prolonged or rangy discussion. The exchange 
of opinion and experience may form a natural part 


IN THE CHURCH SCHOOL 169 


of the devotional periods on Sunday afternoon. 
In the past, personal testimony had a large part 
in such services. But both testimony and dis- 
cussion will naturally form a small part of the 
worship experience for Intermediate young people 
in a formal service. It will be given largely as the 
contribution of the adult leader, and even in the 
hands of an adult it should be carefully prepared 
and presented. 

The story should have a wider use in Inter- 
mediate Department worship services than it has 
had. It fits naturally into such a program. Stories 
used for this purpose should be well told. Mechan- 
ical aspects of telling a story should not interfere 
with its effectiveness. Through other special fea- 
tures, information may be brought into the service. 
Brief Bible dramatizations, missionary plays, musi- 
cal numbers, talks on Christian vocations, are 
suggestive of the range of special features which 
may be used. Care should be exercised, however, at 
all times to subordinate these to the spirit and 
purpose of worship. 

Materials selected with reference to a theme.— 
The program of worship should have a theme with 
which the hymns, prayers, and special features are 
carefully related. These themes should emphasize 
virtues, ideals, interests, and needs characteristic 
of those in the service. They may also emphasize 
the seasons of the year and special religious, patri- 
otic, and church occasions. The following are 
suggestive of a wide variety of topics that may 
be used: 


Courage Cooperation Temperance 
Steadfastness The Jesus Way of Life Missions 


170 INTERMEDIATE METHOD 


Loyalty Self-control Patriotism 
Purity Service Unselfishness 
Giving Truth Love 

The Church 


The Kingdom of God 
World Brotherhood 
Justice 


THE PROGRAM OF WorSHIP FOR INTERMEDIATES 


If worship is to be made a vital and meaningful 
experience in the lives of the young people, a def- 
inite program of training should be provided. The 
worship éxperience cannot be established in the 
life if carelessly planned, inadequately developed 
programs of worship are used. 

Unity in planning the entire worship program.— 
A unified leadership and program are essential. 
It is unfortunate that in many churches several 
different organizations and leaders are planning 
Separate worship services for the same group of 
Intermediates. Some solution should be found for 
the present situation of confusion in experience, 
overlapping in materials, and lack of comprehen- 
siveness in program. The remedy most likely will 
be found in the organization of the group as a whole, 
as a depariment of the church, for which one real 
worthwhile program can be provided. Worship in 
the church-school hour should be planned with a 
view to the kind of worship experiences Inter- 
mediates will have in the Sunday-evening devo- 
tional service, if such is held. It should be planned 


with some knowledge of the number of the group — 


who attend the adult service of worship and with 


ne -. 


IN THE CHURCH SCHOOL 1 he 


some consideration of what occurs in the class 
session. 

Class devotions.—The complete program of train- 
ing in worship should emphasize the period of class 
devotions. A multitude of young people and many 
adult leaders can testify to the significance of the 
devotions of a class circle in the church school. 
In the intimacy and fellowship of the group even 
shy and reticent young people will discover how 
“to take part’’ in social worship. It is an advan- 
tageous place in which to develop ability in audible 
prayer, to build religious fellowships that will last 
throughout the week, and to cultivate responsive- 
ness to the leader and to the group. It is a “‘train- 
ing school” in some of the fundamental experiences 
of worship. 

The Intermediate Department worship service. 
—Intermediates should worship, if possible, by 
themselves at the church school hour. The wor- 
ship program should be adapted to their interests, 
needs, and capabilities. The ideal plan, therefore, 
is to have them in a separate assembly room, with 
their own pupil officers in charge of the service, 
with the full responsibility for the conduct of the 
service resting upon them and their adult counselor. 
_ The service thus becomes ¢thezrs. It can be devoted 
to whatever particular interest or need charac- 
terizes the group. Both the officers and the partici- 
pating members stand in the greatest likelihood of 
experiencing real development and of securing 
proper training under these conditions. 

Careful planning will be necessary on the part 
of the pupil leaders and close and constant super- 
vision on the part of the adult counselor. The 


172 INTERMEDIATE METHOD 


inexperience and lack of control of the young 
people make it easily possible for the service to be 
anything but reverent and helpful. Some leaders 
have found it advisable to use a set program for 
a certain period in order to provide for stability, 
uniformity, and quality in the service. The fol- 
lowing program was planned and used in an Inter- 
mediate Department in one church. It was printed 
on a sheet of paper and fastened in the front of 
the Hymnal. The young people greatly enjoyed 
using it. At the end of a two-months’ period the 
Intermediate council met to work out another 
program. ‘The vote was unanimous to continue 
its use. Four months later another service was 
developed, called Service Number Two. This was 
placed in the back of the Hymnal and the two 
Services were used according to the individual 
preference of the leader. Such definite programs 
provide guidance to inexperienced leaders and give 
order and dignity to the service. 


WorsuHIp SERVICE OF THE INTERMEDIATE DEPARTMENT 


1. Voluntary: 9: 30. 
2. Call to worship: 

Leader: Who shall ascend into the hill of the Lord, 
or who shall stand in his Holy place? 

Assembly: He that hath clean hands and a pure 
heart: who hath not lifted up his soul unto vanity, 
nor sworn deceitfully. 

All: He shall receive the blessing from the Lord, 
and righteousness from the God of his salvation. 

. Prayer (in unison): O God, who art our Father, we 
thank thee for the greatness of thy love, and for 


> Ww 


IN THE CHURCH SCHOOL 173 


the goodness thou hast shown unto us. We pray 
that thou wilt help us in our efforts to live true 
Christian lives. Help us to be strong and cour- 
ageous to do right. May we be of service to thee 
and to those about us, we ask in the name of Jesus, 
who taught us when we pray to say, 
. The Lord’s Prayer (in unison). 
Hymn. 
. Scripture Selection. 
. Thoughts for the Day (or special feature). 
. Prayer. 
. Offering—Offertory hymn (in unison): 
“We give thee but thine own, 
Whate’er the gift may be: 
All that we have is thine alone, 
A trust, O Lord, from thee. Amen.”’ 
1r. Hymn (optional). 
12. Announcements and Business. 
Dismissal to Class Sessions: 10:15. 


0O Os Own 


It should be noted that in the program outlined 
above the first five numbers call definitely for the 
participation of the entire group. This makes it 
unlikely that any members will be mere onlookers. 
Again, the printed outline places the announce- 
ments and business of the department at the close 
of the worship session. From the very first number, 
the effort is made to cultivate a worship response 
on the part of the young people. How unfortunate 
it would be to interrupt this approach to God with 
business and announcements! The service referred 
to was built as a unit. The time was sacred to wor- 
ship. Entrance to the room was denied alike to 
pupils and teachers during the period. 

‘A natural break in the program came at the close 
of this session when the dismissal of the group to 


174 INTERMEDIATE METHOD 


their classes occurred. Announcements and busi- 
ness were taken up at the time of this natural 
break in the spirit and program of the department. 
Some might prefer that the announcements be given 
at the beginning. ‘The time is somewhat imma- 
terial so long as it does not come in the middle of 
the worship session. 

Intermediates worshiping with other groups.— 
In the majority of schools conditions do not permit 
of a separate departmental worship service for the 
Intermediate group. ‘The problem then becomes 
that of knowing how to make the most of a diffi- 
cult situation. There are a number of things which 
can be done to offset some of the disadvantages 
of an ungraded service. The Intermediate group 
may be asked to provide the entire program occa- 
sionally or with some regularity, such as on a 
certain Sunday of the month. This stimulates 
interest, provides for training, and enables the 
Intermediates to make a contribution to the entire 
church school. The same results may be secured 
when Intermediates are permitted to provide a 
special feature for the worship service. This may 
take the form of music, dramatization, reading, or 
other feature. 

In addition to these suggestions it will be found 
helpful to encourage the general leadership of the 
worship hour to adapt the service to the needs and 
interests of the young people rather than to the 
adults, as is so often the case. Furthermore, care 
should be exercised to seat the young people where 
they will feel that they are a vital part of the wor- 
shiping group. Lack of interest and participation 
on the part of young people is due frequently to 





IN THE CHURCH SCHOOL 175 


the fact that they are seated at one side, or in a 
partially segregated room, or are in some far-away 
corner in the gallery. They doubtless feel more 
like spectators than participants in such a service. 

Devotional meetings.—In some churches the 
Sunday-evening devotional society provides a part 
of the worship experience of Intermediate-age 
young people. It is not, however, a_ universal 
experience. Intermediate young people’s devotional 
societies are not found in all the churches. Unfor- 
tunately, devotional society activity is carried on 
in many local churches independently of the rest 
of the program as provided by the church school 
board. Frequently it has lacked that degree of 
adult supervision which characterizes the work of 
the same young people in the church school. 

Devotional societies are supposed to include in 
their membership all the young people of early 
adolescent age in the church. But, as a matter of 
fact, only a small percentage share in the activ- 
ities of the society. Where none exists specifically 
for the Intermediates, it is found that the society 
that does exist is so largely dominated by older 
young people that the early adolescents feel they 
have no real share in its management. 

These conditions emphasize the need of consider- 
- ing the problems of the evening devotional society 
in conjunction with the problem of the entire wor- 
ship program for Intermediates. The necessity and 
value of an evening devotional society meeting 
should be determined in the light of a knowledge 
of the full program as planned for the young 
people. Where the group is well organized in a 
department with a separate worship session in the 


176 INTERMEDIATE METHOD 


morning, the question naturally arises regarding the 
necessity and purpose of a second devotional meet- 
ing of the same group on Sunday evening. 

If the complete program of worship, as outlined 
by the church committee on education in coopera- 
tion with the Intermediate council, calls for an 
evening devotional service, it should be carefully 
planned in harmony with the principles governing 
and materials entering into the other services of 
the day. If, on the other hand, these groups feel 
that an evening devotional hour is unnecessary, 
it should not be perpetuated or introduced merely 
because of tradition or the enthusiastic promotion 
of a small number of members. 

Intermediates and the regular church service.— 
Should Intermediate young people be expected to 
attend the regular church service of worship? This 
question is puzzling leaders in many churches. 
There has been a general assumption in most 
churches that they should share with adults in this 
major worship service of the church. But the 
fact that they are not atiending this service in the 
majority of churches is mute testimony that must 
be considered. It may mean that the service is 
uninteresting to them, that it is completely ‘‘adult- 
ized.”” It may mean that their training in previous 
years has been so incomplete and unsatisfactory 
that they are unable to enter such a service with 
intelligence and profit. Certainly, the “family 
pew” has disappeared from most churches. 

There is little question but that the church has 
been failing to provide young people with suitable 
worship experiences and proper training during 
childhood. In addition to this, as the family pew 


IN THE CHURCH SCHOOL 7 


has disappeared and less insistence has been placed 
upon attendance by parents, the church has carried 
forward no systematic effort to induce young people 
to attend the church service. It might almost be 
successfully contended that the young people have 
been trained to leave the church building after 
dismissal from the church-school session. 

A church policy and program needed.—Should 
Intermediates have their major worship experiences 
of the Sunday in the regular preaching service? 
Or should their major experience of worship come 
in the departmental session of the church school? 
What other services of worship are needed in addi- 
tion to one genuinely rich experience in worship? 
The answers to these questions call for the estab- 
lishment of a definite policy and program within 
each local church. If the church’s committee on 
education, or other authorities responsible for de- 
cision, believe that Intermediates should have their 
major experience of worship at the regular church 
service, then all those dealing with these young 
people—pastor, teachers, parents—should unite in 
a carefully planned and persistently promoted cam- 
paign to enlist them in attendance and to provide 
a program suited to their interests and needs. A 
casual invitation will not secure the regular atten- 
dance of the entire group. Neither will they come 
long if the program is either uninteresting or domi- 
nantly keyed to adult life. 

If, on the other hand, it is decided that the 
young people should have their primary experience 
of worship in the graded church school, then the 
leadership of the church should actively and intel- 
ligently support such a program to make it gen- 


178 INTERMEDIATE METHOD 


uinely successful. The policy adopted by the 
church should likewise determine what other wor- 
ship services the young people should be expected 
to attend. It should bring unity and effectiveness 
into the complete worship program for Intermediates 
in the local church. 

The complete worship program should make pro- 
vision for a period during which Intermediates may 
be given definite training in the use of forms of wor- 
ship. They should be instructed regarding prayer 
and trained to sing suitable hymns.’ All of this 
training in the use of the materials and the tech- 
nique of worship should not occur at the time the 
young people are expected actually to worship. A 
careful distinction should always be made between 
the effort to lead Intermediates into an actual expe- 
rience of worship and the provision for drill in and 
instruction regarding the materials and methods of 
worship. If the church worship service provides 
Intermediates with their major experience in worship, 
then whatever time is available in the church school 
hour may be spent in training them in the meaning 
and proper use of the materials and forms of worship 
and in the art of leadership. 

The study of the psychology of early adoles- 
cence, an understanding of the objectives of reli- 
gious’ education for this age, and an appraisal of 
current church life, all tend to suggest the advis- 
ability of organizing the program for Intermediates 
to the end that regular attendance upon the church 
service of worship is a major requirement. Most 
churches plan to receive their young people into 
full membership during early adolescence. ‘They 
should be surrounded with every inducement to 


ee Te —_. 


IN THE CHURCH SCHOOL 170 


share fully in the adult life of the church. The 
morning service of worship is the outstanding 
experience of fellowship in the average church. It 
would seem logical and natural for those who are 
assuming the privileges and obligations of church 
membership to share increasingly in this service. 
This will mean, however, that in the majority of 
churches this service will need to be modified or 
adapted in a manner to make it more interesting 
and helpful to young people of Intermediate age. 


PRINCIPLES IN PLANNING AND CONDUCTING 
WORSHIP 


Certain principles have been followed in plan- 
ning and conducting Intermediate worship services. 

Suitable physical conditions necessary.—It is 
exceedingly difficult for young people to worship 
in a cluttered-up workshop or in a cold and unin- 
viting room. It is worse than useless to endeavor 
to conduct worship services under the handicap of 
distracting noises coming from adjacent rooms, 
constant traffic through the department quarters, 
noisy furniture, interruptions, announcements, and 
unwholesome atmospheric conditions. These all 
work against the primary objectives of the service. 
_ The leader of worship should give considerable 
thought to these matters inasmuch as they very 
frequently defeat the purpose of the service. 

Opportunity for pupil leadership.—One of the 
purposes sought in organized departmental work is 
the training of young leaders. The worship service 
provides splendid opportunities for developing pupils 
in the abilities of leadership, in planning programs, 
and in the discharge of responsibility. A wise 


180 INTERMEDIATE METHOD 


leader of Intermediates will place upon pupil officers 
and others all the responsibility they can well 
care for. It should be remembered, however, that 
not all Intermediates possess the ability, skill and 
self-control required for successful leadership. Only 
those who give evidence of having such ability should 
be given actual charge of the service. 

On the other hand, adequate adult supervision 
will be required. Young people of this age will 
need constant assistance and close supervision. 
Only in the case of the more experienced will they 
be able to proceed without detailed help. Many 
services are unsuccessful simply because adult 
leaders assume that Intermediates have more ability 
than they really possess. As the young people of 
any given group develop in leadership ability adult 
supervision may be gradually withdrawn. 

Provision for group participation.—Every oppor- 
tunity should be sought to help the entire group 
to participate in the service. Intermediates should 
share in the activities of the service rather than 
have someone worship for them. Scripture re- 
sponses, unison prayers, familiar hymns should be 
selected with a view to their suitability for the 
entire group. Participation should be made possible 
in the worship services shared with the entire school. 

Unity and balance in the service.—Uniformity in 
procedure and balance in materials should not be 
sacrificed in the quest for variety. Frequently one 
hears that what young people want is variety, 
something different in each worship service. Cer- 
tainly the service should never become monotonous 
and uninteresting. If one of the objectives of 
training in worship is to enable the young people 


IN THE CHURCH SCHOOL 181 


to participate with profit in the regular church 
service, then something of the uniformity and 
order of procedure in church worship may be 
introduced into the Intermediate Department 
service. 

Suspense and a feeling of wonder as to what is 
coming next may arouse interest and excite curi- 
osity, but it is doubtful if they will stimulate a 
true spirit of worship. Variety may be introduced 
through a change of leadership, in the choice of 
materials, and in the special features used. Such 
a service as has been outlined meets both needs. 

All materials should be graded.—It is just as 
essential that the forms and materials of worship 
should be graded as it is in the case of instruction. 
The degree of gradation will influence the degree 
of intelligence and sincerity characterizing the wor- 
ship of the members of the group. Intermediates 
are not interested in prayers, hymns, and scripture 
that are unrelated to their interests and needs. 
They do respond to those which touch their lives. 

It seems unnecessary to suggest that the Inter- 
mediate worship service should be characterized 
by sincerity. Yet one frequently finds services 
where most of these principles are being observed, 
and yet the note of sincerity is almost completely 
lacking. It is easily possible for a group of young 
people to “‘go through” a service without really 
entering into a genuine worship experience, with- 
out any vital contribution being made to their 
lives. Few things are more to be avoided in wor- 
ship than insincerity and mere formality. These 
can easily characterize the service unless real effort 
is made to keep it vital and appealing. 


182 INTERMEDIATE METHOD 


For further study: 

1. Formulate your own definition of worship. 

2. Why is the Intermediate age important from 
the standpoint of training in worship? 

3. Make a careful study of appropriate hymns 
for Intermediates with the history and inter- 
pretation of each. 

4. Outline themes for worship services for a three- 
months’ period. 

5. Should Intermediate young people be expected 
to attend the regular church service of wor- 
ship? Why? 

6. If well-planned, pupil-led worship services are 
held in the morning is there need for a devo- 
tional meeting in the evening? Why? 

7. How can greater unity be achieved in your 
church in the worship experiences of Inter- 
mediates? 


For further reading: 

Hartshorne, Hugh, Manual for Training in Wor- 
ship. 

Weigle, Luther Allan, and Tweedy, Henry Hallam, 
Training the Devotional Life. 

Kennedy, Minnie E., and Meyer, Minna M., The 
Training of the Devotional Life. 

Verkuyl, Gerrit, Devotional Leadership. 

Stowell, Jay S., Story-Worship Programs for the 
Church School Year. 

Mattoon, Laura I., and Bragdon, Helen D., 
Services for the Open. 

Smith, H. Augustine, Hymnal for American Youth. 

Betts, George Herbert, and Hawthorne, Marion, 
Method in Teaching Religion, Chap. XVIII. 


IN THE CHURCH SCHOOL 183 


CHAPTER VIII 


/ CHARACTER-DEVELOPMENT THROUGH 
LEISURE-TIME ACTIVITIES 


THERE are a number of reasons for the increasing 
interest in the play life of young people on the 
part of those concerned with character-develop- 
ment. One important factor is the increasing 
amount of leisure time at the disposal of the youth 
of to-day. Another is the prevalence of morally 
injurious, commercialized amusements. A _ third 
element is the growing appreciation of the influ- 
ence of the leisure-time activities upon character- 
development. Religious education is not solely a 
matter of formal classroom instruction. Life’s ideals 
and motives are profoundly influenced by free-time 
environment and activities. Church leaders are 
coming to understand that steps toward Christian 
manhood and womanhood may be taken in properly 
selected and adequately supervised play activities. 
There is a growing determination to include leisure- 
_ time occupations in the curriculum of religious edu- 
cation. 

The church’s new interest in play.—This change 
from neglect to positive interest is indicated in the 
official pronouncement of one of the larger denom- 
inations. ‘‘While we are aware that improper 
amusements are a ‘fruitful source of spiritual de- 
cline,’ we also believe that the social and recrea- 
tional instinct is God-given and, if properly guided, 


184 INTERMEDIATE METHOD 


will strengthen rather than injure the spiritual life. 
The church must no longer allow her youth to ‘go 
into near-by villages and buy themselves the vic- 
tuals of social life,’ but, rather, should say, ‘Sit 
down and eat’ of the clean, wholesome things pro- 
vided by the church, which seeks to build a social 
and recreational life that is spiritual and a spiritual 
life that is social and recreational.’” 

There are many evidences of this new attitude 
and interest on the part of the church. Church 
buildings are being built or remodeled in a multi- 
tude of communities in order to provide adequate 
social and recreational facilities. Most churches 
are providing for increased midweek activity. Many 
churches formerly opened only on Sunday and on 
prayer-meeting night are seldom without at least 
one meeting of some group of young people each 
day of the week. Greater effort is being put forth 
to discover and train leaders to supervise these 
young people in their social and recreational activ- 
ities. 

The success of organizations and protrams out- 
side the church has demonstrated the possibility 
of character-development through properly selected 
leisure-time activities. But the church cannot and 
need not always depend upon outside organizations 
for recreational leadership and programs. If she 
is to become the great central agency for securing 
moral growth and is to win the loyalty of her young 
people, the church must consider seriously and 
intelligently the problem of the play interests and 
activities of her youth. 

If the church makes adequate provision for 


1 Doctrines and Discipline of the Methodist Episcopal Church, 1924, J 69, $3, D- 64. 


IN THE CHURCH SCHOOL 185 


suitable, appealing, wholesome leisure-time activ- 
ities with trained leadership, she will render a real 
service to youth and will guarantee for herself a 
larger and more permanent place in the lives of the 
young people. This will require on the part of 
her leadership a knowledge of the recreational 
interests and needs of Intermediate young people, 
of the educational objectives in ministering to these 
needs, of the best methods of character-development 
through leisure-time activities and of the special 
responsibility of the church for the supervision of 
play life. 

Objectives of the recreational program.—Ref- 
erence to the full list of objectives of religious edu- 
cation will readily reveal those directly involved 
in the program of supervised, leisure-time activ- 
ities. These include particularly: physical health 
and fitness, mental alertness and health, ability 
properly to make unspecialized social contacts, the 
ability to maintain right economic relations, the 
practice of thrift and financial self-control, and the 
ability to use surplus time, money and _ talents 
properly. The achievement of practically all the 
objectives is furthered by the provision of an 
adequate program of recreation. 
_ The church’s program of supervised recreation 

should aim definitely fo build common standards and 
ideals of social and recreational activity within each 
community. It should seek to establish among 
young people of the various churches high standards 
of social life and refined tastes for pleasures. It 
should encourage participation in only those types 
of recreation which recreate the body and mind, 
provide general culture, and strengthen moral char- 


186 INTERMEDIATE METHOD 


acter. Constant pressure is exerted upon them in 
a multitude of ways to accept loose, low standards 
of social life. Churches facing each other across 
the street are setting before their young people 
widely different ideals of social life. The result is 
confusion concerning what is right and what is 
wrong. Christian young people should be brought 
together to make their united idealism and support 
of high standards of social life felt among young 
people throughout the community. 

In one city” several hundred young people, repre- 
senting most of the local Protestant churches, met 
and discussed the question of social and recrea- 
tional standards. They voted to accept personally 
and to seek to lead others to adopt the following 
pledge: 

“T Go tHE HicHway” 

Desirous of keeping my whole life clean and whole- 
some, and of helping others to climb the Highway of a 
Clean Social Life, I pledge myself to a sincere effort to 
apply the following standard: 

I will engage in those forms of social and recreational 
life only which 

Keep me physically recreated, 

Make me mentally alert, 

Give me a higher regard of those of the opposite sex, 

Help me to be spiritually sensitive, and 

Help build higher standards of social life among young 

people in my church and community. 


RECREATIONAL INTERESTS AND NEEDS OF 
| EARLY ADOLESCENTS 


The program of play should be carefully correlated 
with the interests, needs, and limitations of the 


2 South Bend, Indiana, 


IN THE CHURCH SCHOOL 187 


young people themselves. It cannot have educa- 
tional value outside of these factors. A knowledge 
of these needs and interests is essential to suc- 
cessful leadership. There are definite play interests 
upon which the church’s recreational program should 
be built. Leaders of youth should use these spon- 
taneous leisure-time interests. Play is the natural 
and spontaneous expression of certain impulses. 
The educator’s great opportunity will be found in 
guiding these impulses into appropriate and pleas- 
urable forms of activity. The task of the leader 
is that of helping the young people to discover and 
to engage in those forms of play-life which not 
only yield wholesome satisfaction but which also 
facilitate physical, moral, and social growth. The 
following are some of the more important play 
interests: 

Physical activity.—There is an instinctive interest 
in physical action. A group of boys and girls left 
to themselves in any situation will almost inevitably 
become involved in activity of some sort, usually 
physical in nature. Anyone coming unexpectedly 
upon a Boy Scout troop ten minutes before the 
Scout master has arrived, will inevitably witness 
lively action. It will probably be a case of the 
boys chasing each other around the room with no 
particular purpose in view, or engaging in a free- 
for-all scramble on the floor with a similar lack of 
purpose. An Intermediate church-school class left 
for the briefest time without leadership will not 
remain inactive. The Intermediate youth possesses 
an instinctive interest in physical action. If he 
is normal, he must be doing something. It is 
nature’s provision for growth. 


188 INTERMEDIATE METHOD 


Cooperation and competition.—The normal youth 
of this age is manifesting a strong desire for coop- 
erative and competitive activity. Youth is usually 
more active when with others than when alone. 
This instinctive desire is the source of much of the 
group activity, cooperative play, and team-work 
characteristic of these years. To the strong indi- 
vidualistic attitudes and interests are added a 
growing disposition and ability to play and work 
with others or in competition with them. In play 
this interest in and desire for cooperative activity 
finds a most fruitful form of expression. Leaders 
of inter-school athletic competition find a ready 
response to the challenge for supremacy. 

Acquisition of skills.—The interest in activity is 
more than merely a desire for action or even for 
social cooperation. It generally takes the form 
of interest in the acquisition of particular skills. 
What boy does not long ardently or seek earnestly 
to be skillful in certain types of activity? To be 
the performer of stunts is to be the man of the 
hour. Boys and girls want to be able to do some 
one thing or a few things well. The particular 
skills desired in any given group of young people 
will usually cover a wide range of activities. They 
will include the ability to handle one’s body grace- 
fully in the company of others, mastery of canoeing 
or the ability to pitch for the team. Each youth 
sees in himself or herself the possibility of out- 
standing future achievement. Opportunities to 
acquire skill and to develop his particular abilities 
are eagerly seized. 

Interest in reading.—During these years there is 
a marked increase of interest in reading. An un- 


IN THE CHURCH SCHOOL 189 


usual fondness for stories that appeal to the imag- 
ination develops. With many young people this 
interest is broadened to include a fondness for 
travel, science, history, biography, nature study, 
and mechanics. However, with altogether too 
many young people it is directed toward stories 
which not only appeal to the imagination but 
which also stimulate the emotions excessively and 
in an unwholesome way. It is important that 
this reading craze be guided into wholesome chan- 
nels and a wide range of cultural interests. 

Vocational and avocational interests.—An awak- 
ening interest in vocational and prevocational pur- 
suits is manifested in early adolescence. Spontaneous 
interest in the world’s work develops. Youth does 
not pass through these years without a disposition 
to imitate his elders in the selection of both voca- 
tional and avocational-pursuits. In many cases it 
is much more than imitation. It represents the 
early expression of particular impulses and abil- 
ities. Interests may be stimulated at this time 
which will have profound influence upon later 
choices of life-work. Most of the well-organized 
recreational programs list prevocational interests 
covering a wide range of life pursuits. Young 
people are entitled to an acquaintanceship with a 
broad range of vocational and avocational activities 
that both early and later choices may be made with 
intelligence and profit. 

Interest in nature.—These years are marked by 
a responsiveness to the appeal of nature and the 
out-of-doors. Under favorable conditions, interest 
in camping, in woodcraft, in hunting, fire-building, 
study of birds and animals, and in all varieties of 


190 INTERMEDIATE METHOD 


first-hand contacts with nature develops naturally 
with the first years of adolescence. If contacts 
with nature are provided, these responses are natural 
and spontaneous. All youth needs is the oppor- 
tunity to develop these interests under wholesome 
conditions and in ways which are morally, men- 
tally, and religiously beneficial. 

Desire for fun.—In and through all these inter- 
ests is the ever-present desire for fun. This, doubt- 
less, seems to be the conscious objective of much 
of youth’s play. And this is entirely proper. No 
one would think of trying to prevent the young 
“‘adolescent”’ colt from his developmental frolics in 
pasture and barn lot. It is, the ‘“‘frolic” time in 
his life. Likewise, let no one seek to restrain or 
smother the innate desire of young people to have 
fun. The desire ‘“‘will out.’”? Let youth have their 
fuh, for this is predominantly the “fun time” of 
life. One of the great tasks confronting leaders is 
to provide fun situations which will prove bene- 
ficial to youth. To learn that clean, wholesome 
fun is not in any sense incompatable with the Chris- 
tian way of life is a valuable lesson. 

Other interests.—A more complete list of play 
interests will be found in The Church at Play,’ 
where the following nineteen interests and motives 
are analyzed: the desire for free, exuberant self- 
expression; desire for sensory contacts; muscular 
control; manipulation and construction; curiosity 
or exploration; delight in pleasant surprise; sense 
of abode, or home feeling; hunting; fighting; bar- 
tering; collecting; rhythm; nurturing or mother 


A arpa ie! Norman E., The Church at Play, pp. 59-72, The Abingdon Press, 





IN THE CHURCH SCHOOL IQ 


instinct; dramatic imitation; love of nature and the 
out-of-doors; rivalry or competition; team play or 
cooperation; adventure or the desire to escape the 
commonplace; comradeship or partnership. 


TYpPrEs OF ACTIVITIES AND PROGRAMS 


A wide variety of recreational activities and 
programs is available to groups of Intermediates 
and their leaders. Their number and variety are 
constantly being increased. Leaders face the respon- 
sibility of helping individuals and groups to build 
a well-balanced program, one that contributes to 
the development of a well-rounded personality. A 
variety of activity that is too limited is to be avoided 
as well as a program that is too complex and taxing. 

The helpfulness and attractiveness of the church’s 
program of recreation will be determined in part 
by the leader’s knowledge of available and suitable 
source materials. ‘The following list is presented, 
not as a complete outline but, rather, as a sug- 
gestive grouping of the types of recreational activ- 
ities which meet the interests and needs of Inter- 
mediates. This may form a basis for the individual 
worker in building his own list of practical sug- 
gestions for use in the local situation. The bibli- 
ography at the end of the chapter includes some 
of the sources of material treating these types of 
recreation in detail. 

Games.—One of the commonest forms of recrea- 
tion is that of games, indoor and outdoor. Within 
each type there is a wide variety of games suitable 
for every type of Intermediate groups. Of the 
indoor games the following have always been 
popular: paper-and-pencil games; guessing, mystery 


192 INTERMEDIATE METHOD 


and curiosity games; social mixers and ‘“‘get- 
acquainted” activities; group competition and line- 
opposition games. Of the outdoor games, those 
calling for abundant physical activity, group co- 
operation and competition, display of skill, daring, 
and endurance are popular with Intermediates. 

Outdoor recreation will include, of course, many 
of the sports and popular forms of athletic compe- 
tition. In addition such games as fag, dare base, 
three-deep, ‘‘snap,” and many forms of opposed-line 
games, will be found suitable. Those responsible 
for the social and recreational life of early adoles- 
cents should strive to build their own list of games 
for all occasions with a knowledge of how to use 
them. The trouble of recording and filing mem- 
oranda regarding an unusually successful game 
will be richly repaid to the leader when he is able 
to use that game at some critical time in his own 
program. 

Sports and athletics.—Athletic activities such as 
group games, field and track events, tennis, skating, 
aquatics, croquet and setting-up exercises, represent 
vital interests on the part of these young people. 
They are beginning to take part in practically all 
such sports. ‘These years constitute a time when 
the young person is becoming familiar with the 
wide range of athletic activities. He is discovering 
his own interests and abilities as well as develop- 
ing skills and improved abilities. Health, normal 
physical growth, and protection from excessive 
strain should be items of primary concern to the 
recreational leader of early adolescents. 

In addition to the recognized track events un- 
usual sport may be found in mock track meets in 


IN THE CHURCH SCHOOL 193 


which such events as the potato race, Indian-club 
relay, sack race, three-legged race, crab-race, and 
wheel-barrow race are major events. These involve 
humor, exercise, group cooperation and competition, 
and ingenuity, Interchurch athletic contests involv- 
ing both the serious and the comic games, will 
grow in popularity during these years. Many 
cities have well developed interchurch athletic 
associations promoting seasonal competition in base- 
ball, volley ball, and basket ball. 

Hikes, picnics, and travel.—This group of activ- 
ities includes some that. are formal and others that 
are quite informal. They are, however, almost 
universal in their appeal to young people. For the 
most part they involve group action and provide 
physical activity, social enjoyment, and knowledge 
of various kinds. Opportunity is provided for 
establishing social contacts between the leader and 
members of the group. Young people may be given 
the opportunity to develop skill in planning for 
and serving food. Places of interest, routes for 
hikes involving difficulties, the location of points 
affording beautiful scenery, and suitable sites for 
overnight hikes and brief camping expeditions, 
should be carefully listed by the leader and com- 
mittee in charge of recreation. 

Camping.—Few forms of recreation have grown 
in popularity among young people and their leaders 
as rapidly as camping. The camp offers an unusual 
opportunity for training young people in a great 
variety of ways. Camp craft has become a subject 
of extensive study and practice in recreational 
circles. It involves a knowledge of camping equip- 
ment, methods of handling this equipment, ability 


194 INTERMEDIATE METHOD 


to select and prepare camp sites, skill in tent pitch- 
ing, the ability to build and tend fires, formation 
of camp programs, ability to render first aid, skill 
in camp cookery, knowledge of woodcraft, and an 
understanding of desirable camp discipline. 

Many churches are providing church camps for 
their own young people. A still larger number 
are looking to interdenominational and extra-church 
agencies to provide opportunity for such young 
people as can be sent to summer camps. Most 
cities provide camps through such organizations as 
the Boy Scouts, Camp Fire Girls, Girl Scouts, 
WitMe Co Ay and Yo (WiC AS WD heseé: Camipaaaase 
for part or all of the summer. As the churches 
sense the responsibility of making adequate pro- 
vision for recreation they will undoubtedly increase 
the number of camping opportunities for the aver- 
age group of Intermediates. City and county 
councils of religious education, established to de- 
velop interdenominational religious education, will 
undoubtedly include interchurch camps for Inter- 
mediates as a part of their local program. 

Nature study.—Practically all specialized pro- 
grams which have won an enthusiastic following 
among Intermediate young people have emphasized 
nature study. These studies are not elaborate. 
They call for the development of interest on the 
part of young people in the wonders and beauties 
of nature. They encourage the acquisition of 
elementary knowledge about such objects of nature 
as the stars, birds, flowers, trees, insects, fish, 
animals, geology, and weather signs. 

There is increasing recognition of the value of 
having young people of this age come into contact 


IN THE CHURCH SCHOOL 195 


with nature with its suggestiveness of health, 
strength, purity, and beauty. Such an emphasis 
in the church program of recreation will necessitate 
a trained adult leadership and suitable materials. 
A number of programs which provide leadership 
and activities for Intermediates call for the services 
of specialists in various aspects of nature study. 
An effort should be made to eliminate overlapping 
and to strive for unification in this field of recreation. 

Home and hand crafts.—The cultivation of right 
attitudes and relationships with respect to the 
home, the development of special skills in home 
tasks, and the acquisition of abilities to make con- 
tributions to home life, all lie within the aim of 
the recreational program. Home craft and hand 
craft include such activities as the following: dress- 
making, collecting and organizing and filing recipes 
and menus, mending, housekeeping, entertaining, 
interior decorating, child care, radio activity, car- 
pentry and mechanical skills, music, needlework, 
book-binding, and the handling of money. 

To some these activities might seem to suggest 
work instead of recreation. They represent dom- 
inant interests of scores of young people, however, 
and include a wide range of Jezsure-time activities. 
Through the direction of recreation, the church is 
endeavoring to motivate just such leisure-time 
occupations, to introduce into the pursuit of such 
interests the real play spirit, and to cultivate a 
sense of satisfaction in creative employment. 

Reading.—This form of recreation is natural to 
young people. The major concern of the reli- 
gious educator in it is to make provision for the 
right kind of books and magazines and to estab- 


196 INTERMEDIATE METHOD 


lish proper literary tastes. The kind of books early 
adolescents read will have a determining influence 
upon character development. Through careful and 
timely suggestions, leaders can give valuable help 
in leading young people into the right expression 
of this vigorous desire. 

In addition to the best in romance, books deal- 
ing with history, biography, exploration, scientific 
achievements, adventure, and travel, should be 
made available to Intermediates in abundance. 
Definite results are achieved in the Junior high- 
school literature classes because definite lists and 
instructions are provided. Such assistance might 
well be rendered by the church-school worker. 
Lists made available to the entire department or 
class groups or suggestions given to individual 
members will frequently be of great help. A sug- 
gestive list of books suitable for girls may be found 
in Leadership of Girls’ Activities* The Boy Scouts 
organization and the Y. M. C. A. have made careful 
lists of suitable material for boys which may be had 
upon application at their central offices.® 

Dramatics and entertainments.—The production 
of dramas, pageants, and other entertainments is 
not an uncommon endeavor of Intermediates. 
Sometimes these are for tHe pleasure of those par- 
ticipating, and again they are for the benefit of 
those witnessing the production. Frequently the 
motive in producing such programs is found in the 
desire to raise funds with which to carry on service 
projects. A number of vital interests and needs 
may be met in this form of recreational activity. 


4 Moxcey, Mary E., Leadership of Girls’ Activities. 
® Boy Scouts of America, 200 Fifth Avenue, New York. International Council 
of Young Men’s Christian Associations, 347 Madison Avenue, New York. 


IN THE CHURCH SCHOOL 197 


The increase of suitable materials for dramatiza- 
tion, the availability of suggestions in staging them, 
and the disposition of leaders to train themselves 
for the task of directing such activities, are tending 
to bring about increased emphasis upon drama- 
tization in the local church. In addition, there is 
provided to young people opportunity to express 
themselves, to develop skills, and to make_con- 
tributions to group life. Miscellaneous entertain- 
ments with little educational value will undoubtedly 
give way to the finer types of pageantry and 
dramatization. Biblical, missionary, patriotic, mo- 
rality, biographical, and historical subjects will find 
a place in a year’s program of dramatization. 

Fine arts.—Dramatization is a part of a larger 
field of recreational activities and interests. The 
fine arts represent a variety of cultural interests 
and pursuits. In addition to dramatization, various 
forms of musical appreciations and skills, art inter- 
pretation, classic forms of literature, and some of 
the forms of hand craft are attractive to Inter- 
mediates and may be presented to them in such a 
way as to claim some of their leisure hours. Much 
of art in its various forms rests upon religion for 
its inspiration and themes. It will be possible to 
develop appreciations and interests in the fine arts 
only to the extent to which leaders themselves are 
interested in and familiar with them. 

Programs calling for the study and enjoyment of 
some of the musical masterpieces, trips to the art 
museums, the use of small reproductions of master- 
pieces in class and club meetings, and group dis- 
cussions of the literary classics, may profitably be 
included in the church’s program of supervised 


198 INTERMEDIATE METHOD 


leisure-time activities. Young people are receiving 
orientation and instruction in these fields in public 
school. The religious educator should capitalize 
these interests and skills in enriching the church’s 
program. 

Specialized programs.—A listing of types of 
supervised leisure-time activities would not be com- 
plete without reference to the specialized programs 
promoted by various organizations. It is possible 
only to mention them in this connection. Their 
programs embrace most of the types of recreational 
activities suggested above. They have developed 
to a remarkable degree the technique of organ- 
izing and supervising these activities. They have 
called into service and trained thousands of leaders. 
Whether or not church leaders of recreation deem 
it wise to use these programs with their groups of 
Intermediates, they will profit by careful study of 
the technique, materials, and training programs 
of these various agencies. The desirability and 
methods of correlating these programs with the 
Intermediate Department program is discussed on 
pages 201 and 295. 

The more familiar of these programs are the 
following: The Boy Scouts, The Christian Citizen- 
ship Training Program of the Y. M. C. A. (Pioneers), 
The Trail Rangers (Canadian), The Camp Fire 
Girls, The Girl Reserves of the Y. W. C..A., The 
Girl Scouts, and The Canadian Girls in Training. 
The manuals that go with these programs and the 
sources of securing them are listed in the bibli- 
ography at the close of this chapter. An extensive 
survey has been made of the service rendered by 
these organizations to the youth of the country 


IN THE CHURCH SCHOOL 199 


communities. The results of this study are worthy 
of careful consideration.® | 


CHURCH SUPERVISION OF RECREATION 


In assuming this newly sensed responsibility the 
church will need to discover how her interest and 
resources are to serve most effectively in providing 
and directing suitable recreational activity for the 
Intermediates. Problems of organization, program- 
making, correlation, equipment, supervision and 
leadership are pressing for solution. Will the church 
combine with her own directly supervised program 
the best of activities provided by the various agen- 
cies operating independently in this field, or build 
her own distinctive complete program? Among 
leaders of youth in the churches sentiment is devel- 
oping in favor of a unified, church-centered program 
of recreation for each age group of adolescence. 

Placing responsibility.—Definite responsibility for 
the development and supervision of such a program 
should be assigned in each church. It ought not 
to be left to chance. The church needs to become 
definitely committed to the leadership, equipment, 
and money involved. Certain individuals and 
committees should be assigned to the task of devel- 
oping and supervising this phase of the work. The 
program for any particular age-group cannot well 
be considered apart from the general program of 
play life of the church. The recreational activities 
of the Intermediate young people should be planned 
in general by or in cooperation with the same com- 
mittee or leadership which plans the other pro- 


6 Douglass, H. Paul, How Shall Country Youth Be Served? George H. Doran Com- 
pany, 1926, 


200 INTERMEDIATE METHOD 


grams for the Intermediates of the entire church 
constituency. 

The committee on education.—The leisure-time 
activities of Intermediate young people constitute 
a part of their moral and religious education. The 
general responsibility and supervision of this part 
of the program rests upon the committee on educa- 
tion of the local church. While the detailed organ- 
ization and supervision of these activities may be 
cared for by certain individuals or committees, the 
committee on education is the body which should 
assign these responsibilities, determine the policy 
and attitude of the church, study local conditions 
and determine future plans. This committee through 
such a study should determine the policy of the 
church toward the specialized organizations and 
programs operating in this field. It is this group 
which, acting upon the advice and counsel of those 
more closely associated with the young people, 
should decide to use such programs as the Boy 
Scouts, Camp Fire Girls, or to develop or adopt a 
church-centered program independent of these. 

The department program.—Eventually, with any 
kind of overhead supervision, or none, the recre- 
ational and social program for Intermediates will 
be administered on the basis of age-grouping. The 
department group represents a practical unit for 
organizing the young people for such activity. The 
group is large enough in most churches to enjoy a 
social life by itself, and yet small enough to develop 
social intimacy and group fellowship. It provides 
opportunity for active pupil participation in the 
direction and leadership of the activities it fosters. 

The organization of the recreational and social 


IN THE CHURCH SCHOOL 201 


program on the departmental age-grouping basis 
tends to utilize and also to strengthen that group- 
ing as a basis for the administration of all aspects 
of the religious educational program. Intermediate 
departments are being organized in increasing 
number. In addition to being effective units for 
worship and for service programs, they constitute 
the most natural means of providing leisure-time 
activities. There are already provided an adminis- 
trative force and a leadership which can function 
in this field. There should be that provision of 
activity which will cause the young people to look 
to the department council as the source of real 
leadership in this field. 

Natural social groupings.—A vital problem at this 
point is that of how to make the group meeting as 
a department, and the smaller units meeting as 
classes, natural social groups. Young people are 
frequently brought together in classes and depart- 
ments who sustain different social relationships 
outside the church school. If the church is to 
grip and hold these young people, it should seek 
to build them into permanent social relationships. 
In other words, it is essential that the young people 
coming together as. a department or as a class 
should find this association the most vital of the 
entire week. This can be done only as appealing, 
worthwhile social and recreational activities are 
provided for them as part of their educational 
program. In many instances, young people will be 
led into real participation in the class and depart- 
ment life only as they share in wholesome social 
activities during the week. 

The class program.—The Intermediate class is a 


202 INTERMEDIATE METHOD 


natural unit for group activity in social and recre- 
ational life. It is usually closely graded. It is 
small in number. Its members should sustain 
intimate relationships with each other and their 
teacher. The leadership is, or should be, con- 
tinuous. The regularity and frequency of the 
meetings make possible the promotion of activities 
with a minimum of effort. Local conditions will 
determine largely the extent and nature of the 

activity that will be developed by the class. : 

The field of leisure-time activities is very broad. 
It provides more possibilities suitable for class 
activity than the average leader realizes. A care- 
ful review of the list of types of activity on pages 
191-8, will reveal the wide range of opportunities 
presented to any class. The teacher and the social 
committee of the class should carefully canvass the 
needs and opportunities of the membership of the 
class. Upon the basis of this study those types of 
activities should be promoted, either as a class or in 
conjunction with other classes, which give promise 
of making the largest contribution to the members 
of the group. 

Correlation with specialized programs.—Church 
leaders of the leisure-time activities of young people 
face a difficult problem in the establishment of 
satisfactory relationships between the recreational 
activities of the Intermediate class and depart- 
ment and those specialized programs for early 
adolescent youth, such as the Boy Scouts, Camp Fire 
Girls, Girl Reserves, Girl Scouts, and Christian 
Citizenship Training, if these programs have been 
officially adopted. The Boy Scout movement has 
enrolled more than six hundred thousand boys 





IN THE CHURCH SCHOOL 203 


and one hundred and twenty-five thousand adult 
leaders. It has been officially adopted in many 
churches and unofficially accepted by hundreds of 
churches as the midweek recreational program for 
Intermediate boys. Altogether, these extra-church 
programs are making a rich contribution to the 
physical, mental, social, and moral development of 
these young people. 

However, with the church’s awakening interest 
and the increased activity in this field, confusion 
exists as to the proper relation of these agencies 
to the program of the church itself. At present 
there is a great lack of correlation at this point. 
These specialized organizations have built strong 
promotional units in city, county, and State. In 
recent years only has there been real accomplish- 
ment in developing mutual understanding and in 
providing for partial correlation. In many cases 
Boy Scout troops have been organized in local 
churches with little or no conference with the com- 
mittee on education. Boys of entire classes are 
frequently asked to join troops without the consent 
and knowledge of the teacher. Girls hold member- 
ship in one of these programs for months without 
the knowledge of the church-school teacher. A 
number of these organizations are frequently touch- 
ing youth in the local church without any formal, 
organized effort to unite them into a complete 
program providing suitable activity for all. This 
is by no means the fault solely of any particular 
organization. More frequently it results from the 
failure of the church leaders to respond to needs 
and opportunities for midweek activity. 

A church-centered program the goal.—At present 


204 INTERMEDIATE METHOD 


the thought and activity of leaders of early adoles- 
cents in the church are turning definitely in the 
direction of the ultimate provision of a Christ- 
centered, church-centered program of supervised 
leisure-time activities. This, or a near approach 
to it, represents the present goal. Church leaders 
are confronted with the task of creative work in 
this field. Such a program when completed must 
possess high merit and provide for Intermediates 
and their leaders an attractive and rich variety of 
activities. Whether or not this can be done is a 
question that will be answered in the next few years. 

In the meantime here are the pressing needs of 
thousands of young people. Certain programs that 
have proven their merit are at hand. It would 
seem a matter of wisdom to attempt such definite 
correlation of these programs with the church 
program as is possible while church leaders are 
engaged in creating a new program. A temporary 
solution to the existing situation will need to be 
worked out by each denomination and in turn 
by each local church. The supreme concern at all 
times will be the provision of an abundance of the 
most suitable leisure-time activity and a skilled 
and masterful leadership. 


For further study: 


1. Suggest in detail the contributions which prop- 
erly supervised leisure-time activities may 
make to character development. 

2. Make your own extended list of play interests 
and needs of early adolescents. 

3. Using the outline in this chapter (or some other 
scheme), make a more complete list of the 





IN THE CHURCH SCHOOL 205 


various activities that come within each 
type of recreation. 

4. Outline a month’s recreational program for a 
class of Intermediate girls. Do the same 
for boys. 

5. Make a study of the recreational life of the 
Intermediate group in your church from 
which to make plans for its improvement. 

6. Outline a plan for bringing about better corre- 
lation between the class and department 
programs and the specialized program, such 
as, the Boy Scouts, Camp Fire Girls. 


For further reading: 


Richardson, Norman E., The Church At Play. 

Powell, Warren T., Recreational Leadership For 
Church and Community. 

Gates, Herbert T., Recreation and the Church. 

Moxcey, Mary E., The Leadership of Girls’ 
Activities. 

Moxcey, Mary E., Physical Health and Recreation. 

La Porte, Ralph, Handbook of Games. 

Bancroft, Jessie, Games for the Playground, Home, 
School, and Gymnasium. 

Gibson, H. W., Camping for Boys. 

Kephart, Horace, Camping and Woodcraft. 

Douglass, A. Paul, How Shall Country Youth 
Be Served? 

Meredith, William V., Pageanitry and Dramatics 
in Religious Education. 

Knight, Howard R., and Williams, Marguerita 
P., Sources of Information on Play and Recre- 
ation, Department of Recreation, Russell Sage 


206 INTERMEDIATE METHOD 


Foundation, 130 East 23rd Street, New York, 
N.Y: 

Benton, Rita, The Bible Play Workshop. 

Edland,. Elisabeth, Principles and Teachings in 
Religious Dramatics. 


MANUALS OF SPECIAL PROGRAMS 


Christian Citizenship Training Program: Handbook 
for Pioneers, Manual for Leaders; Pioneers, Inter- 
national Council of Young Men’s Christian Asso- 
ciation, 347 Madison Avenue, New York City, 
Nv 


Boy Scout Handbook, Boy Scouts of America, 200 
Fifth Avenue, New York City, N. Y. 

The Book of the Camp Fire Girls, Camp Fire Girls, 
31 East Seventeenth Street, New York City, N. Y. 

The Girl Reserve Movement, 600 Lexington Avenue, 
New York, N. Y. 
Canadian Girls in Training, National Girls’ Work 
Board, 523 Wesley Buildings, Toronto, Canada. 
Scouting for Girls, Girl Scouts, Inc., 13 West Twenty- 
ninth Street, New York City, N. Y. 

Handy, the official manual of the Social Recreation 
Union, Lynn Rohrbaugh, 510 Wellington Avenue, 
Chicago, Ill. 





IN THE CHURCH SCHOOL 207 


CHAPTER Ix 
TRAINING INTERMEDIATES IN SERVICE 


THE story of Jesus in the Gospels is largely a 
record of “fone who went about doing good.” It 
is an absorbing recitation of his deeds of kindness 
and his ministry to those who were :sick, in sor- 
row, in trouble or otherwise in need. He announced 
at the beginning that his was a mission to unfor- 
tunate and neglected groups. He came that they 
might “‘have life, and... have it more abundantly.””! 
Jesus had a positive concern for the welfare of 
people. His was a mighty passion to minister to 
all human needs. He identified himself with human 
need wherever it was found. ‘‘Inasmuch as ye 
have done it unto one of the least of these my 
brethren, ye have done it unto me’” was his inter- 
pretation of his relation to human need. And in 
the end he took upon himself the sins, the burdens, 
‘the wrongs of the entire world, that through that 
act of all-embracing love, his followers might come 
to understand his spirit of love and service and 
share with him the task of redeeming the world. 
He set up his standard of judgment of true disci- 
pleship in terms of service to one’s fellow men.? 

Service the essence of religion.—Since the day 
the fires of Pentecost kindled in his immediate 


1 John 10, 10. 2 Matt. 25. 40. 3 Matt. 25. 31-46. 


208 INTERMEDIATE METHOD 


followers a mighty passion to minister to the needs 
of men, there has been organized effort of one kind 
or another to fulfill this ministry of Jesus. This 
project has taken the name and form of Christian 
social service. The gigantic missionary and service 
programs of to-day are a direct expression of his 
passion. They have as their goal the deliverance 
of human society from sin, moral delinquency, dis- 
ease, poverty, crime, misery, ignorance, and super- 
stition of every sort. They aim at the development 
and perfection of the institutions of man’s asso- 
ciated life, and the development of a social order 
that is the city of God on earth. It is for this com- 
bined service offered in the name of Christ and 
carried forward by his church that Intermediate 
young people should be trained. Only in this way 
will they come to know and experience true religion. 

Leaders need to have a knowledge of the specific 
objectives of the program of training in service. 
They should also understand the principles which 
should guide in the selection, organization; and 
supervision of service activities. They should 
possess a knowledge of the full range of means and 
activities to be employed with this particular age 
in making participation in the work of the Chris- 
tian Church a vital and satisfying experience, as 
well as a training for larger responsibilities later 
in life. Skill in the administration of the service 
program of the Intermediate Department will help 
to insure the achieving of true discipleship on the 
part of its members. 

The general aim of training in service.—The 
aim of training in service cannot be conceived 
apart from the aim of religious education in general. 


IN THE CHURCH SCHOOL 209 


The aim of religious education has been stated as 
“Christian character functioning successfully in all 
of life’s relationships.’’ Social service may be con- 
sidered as the expression of Christian character 
in all those relationships with one’s fellow beings 
wherein contributions to their welfare may be 
made. ‘There was a time when religion was con- 
ceived largely in terms of personal piety. Christian 
people are realizing to-day as never before the 
broad and specific social implications of the life 
and teachings of Jesus. The modern conception 
of religious education requires training which will 
insure the ability to express fittingly such character 
traits as kindness, unselfishness, and generosity. 
A trained Christian is one who is able to enrich the 
lives of others out of the storehouse of his own 
enriched personality. 

The general aim of training Intermediate young 
people in service is designated as the establishment 
in their lives of right attitudes toward others and 
training in the disposition and ability to serve their 
fellow men fittingly. Training in service should 
awaken and enlarge the sympathies. It should 
aim “to reach the springs of action, the native 
social impulses and feelings, and to strengthen and 
direct them through use. It will endeavor to incul- 
cate high and adequate missionary ideals as the 
goals of Christian living, and will train a growing 
generation to be loyal to a world-wide brotherhood. 
It will relate individuals and groups to the needs 
of the world in service, and will endeavor to produce 
a generation intelligently in touch with the prin- 
ciples, history, and present status of the kingdom 
of God and to enlist every Christian as an active 


210 INTERMEDIATE METHOD 


agent tirelessly working for the establishment of 
the Kingdom.’” 


PARTICULAR OBJECTIVES IN TRAINING IN SERVICE 


In order to achieve the general objective sought 
in the service program it will be necessary to em- 
_phasize certain specific aims. Thus definite guidance 
may be secured in the selection of activities and 
in the methods by which they are carried forward. 
It will readily be seen that these specific objectives 
have reference to the relationships included in the 
twelvefold statement of objectives of religious edu- 
cation for this age. These include the development 
of avocational pursuits that are wholesome; larger 
social, community, and civic responsibilities; mis- 
sionary interests and Christian world-brotherhood; 
church membership efficiency; and stewardship, 
with all of the enrichment of the personal devo- 
tional life which comes from the achievement of 
these objectives. The following list is not complete 
or exhaustive but is a restatement of objectives 
that may prove suggestive of the ends that must 
receive emphasis. 

An understanding of the service purpose and 
nature of the kingdom of God.—The building of 
permanent social attitudes and skills that are dis- 
tinctly Christian involves a thorough understanding 
of Jesus’ conception of social relationships and of 
the ways in which he and his followers through the 
ages have interpreted them. Simple practical 
instruction in the teachings of Jesus regarding the 
kingdom of heaven and one’s duties to one’s fellows 


4 Diffendorfer, Ralph E., Missionary Education in*Home and School, p. 36, The 
Abingdon Press, 1917. 


IN THE CHURCH SCHOOL 211 


is a primary requisite in training in service. A rich 
fund of inspiring information may be found in the 
lives of the heroes of the church, both ancient and 
modern. 

Young people should become intelligently fa- 
miliar with the great social issues now confronting 
the church, the problems of war, oppression, dis- 
ease, ignorance, and injustice of every kind. These 
things must be brought to their attention in such 
a manner as to enkindle great admiration for the 
heroic lives that have been given to world better- 
ment and in such a way as to arouse a personal 
desire to share in the struggle for universal right- 
eousness. Nothing short of genuine participation in 
this world-wide struggle will secure the degree of 
development necessary. 

Young people should have an intelligent appre- 
ciation of the social program of the Kingdom, | 
especially as it is embraced in the plans and projects 
of their own denomination. This objective is of 
particular significance to Intermediates, for it is 
at this time that most of them are assuming definite 
relationships with the church by becoming members. 
Few things can do more to make the church a vital 
fellowship to them than an understanding of her 
_ struggle for the cause of world-brotherhood and 
universal righteousness. The sharing of the church’s 
resources with a needy world should be magnified 
in their thought and experience as much as is the 
ministry of their church to their own lives. 

Membership may easily become nominal to Inter- 
mediates, or, through an actual sharing of its proj- 
ects of missions and service, a very vital and 
sustained experience. The basis for increasingly 


212 INTERMEDIATE METHOD 


effective participation in the full life of the church 
and the kingdom of God as young people grow to 
maturity, may be laid only as they are led step 
by step through these years to sympathetic under- 
standing of what the church is trying to do to 
meet the needs of society and to an enlarging 
responsibility in helping to serve. 

Interest in other people.—Where information is 
properly provided regarding other people, espe- 
cially those less fortunate or greatly different, keen 
interest and sympathy are not wanting. A broad 
and effective program of instruction is needed to 
bring before the growing mind the needs and social 
interests of the world. The ever-widening circles 
of group relationships, home, school, community, 
nation, and world, must be made vital in the thought 
and experience of the young people and should 
be permeated with the Christian spirit. Only as 
instruction is given, interpreting the character- 
istics, ideals, needs, and contributions of different 
people, can a basis.be laid for a proper under- 
standing of the common interests of humanity. 
Prejudice, hatred, strife, and suspicion will be made 
unlikely in the lives of young people if they are 
led early into a sympathetic understanding of other 
people through participation in activities designed 
to benefit them. Knowledge of certain peoples 
and of their needs must be transformed into positive, 
outgoing concern to be of help to them. Training 
in social service should not stop short of the estab- 
lishment of vital and intelligent interest in and 
sympathy with all people. 

Ability to make definite contributions to the 
social needs of the world.—Haphazard training in 


IN THE CHURCH SCHOOL 213 


service is in danger of stopping short of carrying 
the pupils through to the actual acquisition of skills 
in social service. Mere good will and friendly 
sentiment are not sufficient. It is when young 
people are led actually to do something for those 
about them that they experience the true joy of 
Christian service. Young people will experience 
intelligent satisfaction in the church’s program of 
social service only as they are trained in definite 
ways of sharing the activities of the program. 

Altruistic motives, attitudes of good will, the 
spirit of tolerance for those who are different, and 
deep sympathies for those who are in need should 
find expression in practical ways. Therefore, one 
specific aim of the program of social service should 
be the definite training of Intermediates in the 
technique of Christian service, in the ability to use 
their time, talents, money, and influence for the 
betterment of their fellows. Actual situations in 
which they definitely minister to the needs of 
others or support a righteous cause should be 
provided. 


THE PROGRAM OF SERVICE ACTIVITIES 


The particular activities that will enter into the 
program of service with any group of Intermediates 
will be determined by the following factors: The 
training and experience of the leaders; the size, 
resources, and general character of the group; the 
local church and community conditions, and the 
previous training and experience of the members 
of the group. Care should be taken not to attempt 
to use a program of activities in one group Just 
because it has proven successful with another. 


214 INTERMEDIATE METHOD 


Those of value and interest to one group may not 
be of interest to another. The initiative and dem- 
ocratic spirit of the group is lessened if activities 
are imposed from without rather than developed 
from within. 

General types of service activity, however, can 
be suggested. Within these types a great variety 
of suitable developmental projects may be found. 
A successful program of training in service usually 
will result from the resourcefulness of the adult 
leader in keeping at hand a rich fund of suitable 
service project possibilities to meet the varying 
moods and dominant interests of the group. The 
point to be borne in mind constantly is that service 
activities must begin in the realm of the present 
experience and knowledge of the members of the 
group. Not only is it important to develop the 
proper motive for service, but it is exceedingly 
important that this developing motive have oppor- 
tunity for expression in lines of activity that are 
within the range of the understanding and social 
imagination of the pupils. For that reason there 
will be a strong emphasis with Intermediates upon 
engaging in service activities that involve relation- 
ships with people who are relatively near at hand. 
The circle of interests and activities may be widened 
as the spirit of Christian fellowship and respon- 
sibility is expanded. 

The following list and classification of service 
activities is intended to be merely suggestive. It 
would be advisable for leaders to begin building 
their own lists and classification, adding to them 
as they learn of projects that have been successful 
in other churches. 


IN THE CHURCH SCHOOL 215 


Personal service.—Not all of the service activ- 
ities that may be engaged in call for group partici- 
pation. There are many personal aspects of social 
service that should have emphasis. The service 
motive is intensely personal as well as social in 
character. In fact, it never will be thoroughly 
social until it reaches individuals. It will be easy 
for leaders to limit their consideration of service 
to group activities. Many of the activities are of 
such character that they can be carried on either 
as individual or group projects. Acting as aides 
to the minister or other officers of the church, 
running errands, giving assistance in clerical work, 
messenger activity, assuming responsibility for pro- 
viding flowers for a department and for sick people, 
carrying church bulletins to shut-ins, piano-playing, 
rendering special contributions in the form of pro- 
gram features, assisting in a children’s nursery dur- 
ing church hour, and making posters are some 
activities that individuals may engage in without 
consideration of a group. 

Intermediate years are not primarily the time 
for intensive preparation for specialized types of 
service, such as teaching a class or serving as school 
pianist, nevertheless the interest of the pupils may 
be guided in this direction. An adult leader’s 
attention was called to a girl fourteen years old 
who manifested unusual talent at the piano. She 
could play lively jazz music with great skill and 
apparent satisfaction. The leader called upon her 
to play for the singing at a young people’s devo- 
tional society. Her playing was not devotionally 
helpful to say the least. After the leader had tact- 
fully opened the way in a conference, she expressed 


216 INTERMEDIATE METHOD 


a real desire to learn how to play hymns and to 
render that service to the church. A number of 
conferences and practice periods followed with the 
result that a valuable leader in music was dis- 
covered, and talent which might otherwise have 
been lost was turned into service in the church. 
The wholesome effect on the girl herself and her 
devotion to the church were outstanding results. 

Church activities.—For Intermediate young peo- 
ple the starting point for much of their development 
and training in service will be in the local church. 
Its needs are concrete and near at hand. Such 
suggestions as the following come out of experience 
with Intermediate groups: providing, repairing, and 
supervising the use of equipment in certain parts 
of the church; assuming as a group, definite respon- 
sibility for secretarial and office help in the church 
office with definite records and reports made on 
the service of each member; calling on the sick 
according to a definite plan with reports; assuming 
messenger service in taking flowers, bulletins, and 
papers to sick and shut-ins; seasonal care for the 
church grounds; taking an assignment on Sunday 
school or Sunday-evening ushering; forming an 
Intermediate choir for singing in the church, for 
shut-ins and the sick; assisting in a nursery during 
the church service; assisting in daily vacation church 
schools; helping with refreshments at social gather- 
ings; participating definitely in the financial support 
of the church; helping to discover needy families 
within the constituency; preparing dramas and 
pageants for special occasions and needs in the 
church life. 

A local church project.—A combined group of 


IN THE CHURCH SCHOOL 217 


Intermediate-Senior young people discovered that 
the Beginners Department of the church school 
had no adequate room in which to meet on Sunday 
morning. A committee ‘was appointed at a council 
meeting with instructions to go over the situation 
with the leader of the Beginners Department and 
the superintendent of the church school. The 
result was that they reported to the council at the 
next meeting that a small, well-equipped, tastily 
decorated room was greatly needed. Conversation 
with the superintendent brought out the fact that 
the general ‘“‘storeroom”’ on the ground floor was 
serving no real purpose and might be considered 
as a possibility for housing the Beginners. An 
inspection of this room by the committee did not 
greatly impress them at first, but as they studied 
into the requirements of a suitable room and drew 
upon their imagination, they decided that an 
attempt should be made to transform the old store- 
room into a “beautiful cozy Beginners’ room.” 
Three committees were appointed with specific 
tasks. Each committee had an adult counselor. 
One committee was assigned the task of cleaning 
the room. Another with carrying forward the 
redecoration. A third was asked to confer with 
the Beginners Department superintendent to dis- 
cover the equipment needed and to assign the 
responsibilities for making such equipment as the 
young people could provide. The result was a 
revelation not only to the young people themselves 
but to the entire church. The dark, dirty store- 
room was transformed in the course of five weeks 
into a room with bright walls, clean floor, clean 
windows with tasty curtains, and with sand table 


218 INTERMEDIATE METHOD 


and other equipment suitable to the children. 
From among its older members assistants were 
enlisted for service. From time to time through a 
two-year period additional equipment found its 
way into the department as a gift from the young 
people. 

Service within the community.—The ‘“commu- 
nity” is a somewhat vague and indefinite field, yet 
it has a certain meaning to young people. It may 
mean an entire city that is small and its immediately 
surrounding territory. On the other hand, it may 
mean a certain section of a large city with which 
the young people are more or less familiar. In any 
event, it represents a geographical section and 
grouping of people which young people can readily 
encompass in their thought and activity. It pre- 
sents a good opportunity for carrying them in 
their thought, sympathy, and activity beyond the 
confines of their own particular church. For that 
reason certain activities ought to be planned on 
a community basis. The following suggestions may 
prove helpful: 

Make a study of the community life to discover 
some needs that can be met better by this par- 
ticular group than by any other in the church; this 
might center in a study of the social and recrea- 
tional life of the young people as a whole. If such 
a study is made, be sure it leads to something 
definite in the way of helpfulness. A list of the 
places, hospitals, orphan homes, and needy chil- 
dren should be made to have on hand for seasonal 
service projects. Contributions to these various 
groups may take a number of forms, visits, money, 
toys, or gifts that are made, special programs and 


IN THE CHURCH SCHOOL 219 


religious services, clothes. The provision of inter- 
church athletics and socials, especially for groups 
which do not have normal recreational advantages, 
may be made. Cooperation in civic movements, 
such as fire prevention, clean streets and alleys, 
assisting in parades, appeals especially to boys. 
All will enjoy making a special study of civic prob- 
lems of government, in order to become more intel- 
ligent and useful members of the community. 
Intermediates will need the help of capable adult 
leaders in all of these activities. 

A community service project.—It was early in 
the fall. An Intermediate council was in session. 
The worship theme the previous Sunday had been, 
“Inasmuch as ye did it unto one of the least of 
these my brethren, ye have done it unto me.” 
In the council meeting discussion had arisen regard- 
ing the actual service the department could render 
to the needs of unfortunate people in the com- 
munity. 

A committee was appointed to make an investi- 
gation. Among the places they called for informa- 
tion was the social service office of the city. The 
secretary informed them of a family in which there 
were three undernourished children. Somewhat 
dubious about the result, she informed them that 
what the children needed more than anything else 
was a steady supply of pure, wholesome milk. 
The committee made an enthusiastic report includ- 
ing figures regarding the amount of money that 
would be required to supply the milk each week. 
The council voted to guarantee milk for the children 
for a period of three months. The members of 
the department were given opportunity at the close 


220 INTERMEDIATE METHOD 


of another worship service to indicate the amount 
they would bring “faithfully” each Sunday. The 
children were given a steady supply of milk the 
entire winter. 

As time passed, the young people sent a com- 
mittee of girls to investigate the situation. They 
reported great poverty in the home. This first 
visit happened three weeks before Thanksgiving. 
Again the council had the family before them for 
consideration. This resulted in another committee 
of three girls and two boys taking three well-filled 
baskets of food and fruit for the Thanksgiving 
dinner of the family. The enthusiasm of the young 
people in reporting upon their visit was genuine 
and pronounced. 

By this time the family had become a definitely 
assumed responsibility of the department. Christ- 
mas immediately suggested further help. The 
adult counselor was wise enough to lead the young 
people into a careful discussion of the most useful 
gifts that could be provided for the family. It 
was decided that the members should singly or in 
groups make their gifts. Through three weeks of 
enthusiastic planning and working the young people 
continued their preparation for a ‘‘Merry Christmas 
for their family.’”’ But a committee would not 
suffice for this presentation. The entire department 
went in a body to the home presenting their gifts 
with a happy period of carol singing. 

World-wide service activities.—The following con- 
siderations should be taken into account with respect 
to world-wide service activities. The definite edu- 
cational value of service activities in cultivating a 
world-outlook and sympathetic understanding of 


IN THE CHURCH SCHOOL 221 


world conditions needs to be fully recognized. World- 
friendship and universal brotherhood are concepts 
and objectives lying at the very heart of the modern 
program of religious education. There is increasing 
recognition of the fact that only as we train up a 
generation of world-minded, large visioned men and 
women can we ever hope to have universal brother- 
hood and peace. The seeds of good will, peace, 
and universal righteousness must be more securely 
sown in the hearts of the rising generation than 
has been the case in the past. For this reason the 
service activities that include world-wide relation- 
ships and embrace the people of all lands in friend- 
ship and good will have unusual significance. 

The leader who has an adequate conception of 
the possibilities and needs with respect to training 
in world brotherhood will not be content to have 
Intermediates ‘“‘merely do things for others.”’ Back 
of every project there will be a passion to develop 
in the young people permanent and effective atti- 
tudes which will render them capable of entering 
an enlarging ‘fellowship of humankind.’ The 
emphasis on the world-wide interest and service 
may well be carried into all the educational plans 
of the department—in instruction, worship, recre- 
ation, as well as in the service field. In this way 
a cumulative result will be achieved. 

The following are some suggestive activities 
which have come out of experience and have proven 
fruitful in the lives of Intermediate young people: 
Study the missionary program of the denomina- 
tion and of the local church, first to gain knowl- 
edge about it, and, second, to help discover some 
definite part that may be taken in it. Either 


222 INTERMEDIATE METHOD 


through cooperation with the local church program 
or independently of it, the group may undertake 
the full or partial support of some missionary 
enterprise. If a long-time project is desired, the 
support of a worker covering several months or 
a year might be advisable. If a short-time project 
is preferable, the group might be led to contribute to 
the equipment of a room in a mission hospital, the 
relief of suffering, aid to famine, flood, or tornado- 
stricken people. Providing for the care of an orphan 
or a native youth at a mission or school can easily 
be made an interesting and worth-while project 
of service. Participation in the relief drives for 
clothing and food is representative of the projects 
in which Intermediate young people may become 
interested. 

Knowledge of what is going on in the world, 
through the denominational papers and programs, 
through magazines and newspapers and _ special 
suggestions coming from denominational headquar- 
ters, is indispensable to a rich and varied program. 
Leaders of young people will find it profitable to 
keep in close touch with their denominational 
church school and mission boards. Appeals for 
help from over the world are received there in large 
numbers. Many of these boards are eager to get 
in touch with groups of young people to advise 
them of opportunities to serve the world-wide 
interests of the Kingdom. 

Special training in financial stewardship.—Train- 
ing in giving is interwoven with most of the forms 
of service mentioned above. Yet there is a growing 
appreciation of the fact that the present generation 
of adults has not been trained adequately and 


IN THE CHURCH SCHOOL 223 


systematically in the stewardship of money. Gigan- 
tic and costly campaigns of education have been 
necessary to secure the money needed to advance 
the cause of missions in practically every denom- 
ination. The Kingdom program is suffering to-day 
in every field of attempted advance for lack of 
funds. There is no scarcity of money among 
Christian people. There is a lack of the spirit and 
practice of giving. 

Two problems are faced here. One is the lack 
of definite instruction and training in the steward- 
ship of money. The other is the complexity and 
competitiveness of appeals for funds within the 
local church. Eventually there must be greater 
simplification of church financial systems and 
greater unity in the appeals that are made to the 
constituency. This is being accomplished where all 
funds are included in one budget. 

The second feature can be corrected for the 
Intermediate Department only as leaders discover 
the range of interests that should command the 
financial support of this particular group and help 
them to determine the extent of their responsibility 
concerning them. This will inevitably mean a 
system of pledges and envelopes for the Intermediate 
young people, with as great regularity of contribu- 
tion and accuracy of bookkeeping as that which 
characterizes the adult church. Nothing short of 
such a definite program of giving and training in 
giving will lead young people to an intelligent 
understanding of the great usefulness of money in 
the program of the Kingdom and develop the 
disposition and ability to contribute of their means 
to the needs of the world. 


224 INTERMEDIATE METHOD 


ORGANIZATION AND SUPERVISION OF SERVICE 
ACTIVITIES 


Conditions in the local church will determine 
many aspects of the program of service activities. 
The program should be developed by or in coopera- 
tion with the service committee of the Intermediate 
Department. The following principles and sug- 
gestions will be found helpful in their application 
to most local situations: 

Service activities an integral part of compre- 
hensive program.—Careful correlation of the train- 
ing in service with the instructional phase of the 
program is needed. Worship may be so planned 
as to strengthen the service motive. The desire 
to participate in and carry through such service 
activities as have been decided upon may be real- 
ized as being in keeping with God’s will. Service 
projects may be vitally related to all the activities 
of the department. Instruction, worship, social 
life should center in or be related to the specific 
project being promoted. In this way it will be 
possible to bring about a cumulative result in the 
lives of the young people. The careful observance 
of this principle will integrate service training with 
all other aspects of personal development. It will 
lessen the likelihood that such training will be 
brushed aside in the interest of something ‘‘more 
pressing’ or that it will be carelessly ‘‘tacked on” 
to the rest of the program—an ‘‘elective’ to be 
taken or refused as the individual leader or pupil 
prefers. 

Activities graded according to pupil interests, 
needs, and capacities.—The success of efforts to 
lead young people into developmental service activ- 


IN THE CHURCH SCHOOL 225 


ities will be determined in large measure by the 
ability of leaders to select activities which are 
appropriate in view of their age and that come 
naturally within the range of their interests and 
abilities. All the arguments used in support of 
gradation in other elements of the program of 
religious education apply here. For this reason care 
should be exercised in attempting to identify these 
young people too closely with the adults in their 
service program. They should have a vital part 
in the work of the church, but let it be, rather, 
the full direction of the activities appropriate to 
an Intermediate church rather than ineffective par- 
ticipation in adult or ungraded social service activ- 
ities. 

Development of those taking part, a major con- 
cern.—In carrying forward any service project, the 
training the pupils receive is of greater significance 
than the amount of money that is given or the 
service actually rendered. Yet training in service 
and actual participation in service projects may 
and should proceed at one and the same time. 
Intermediate young people should be led to feel 
that they have a part in real service activities. 
In the mind of the leader this is also a time when, 
through these experiences, interests are developed, 
- sympathies broadened, and skills in service acquired. 
Thus, when young people, later in life, come face 
to face with much more significant opportunities 
and responsibilities, they will not be lacking in 
the interest and ability necessary to meet them. 

The application of this principle rules out the 
practice of thrusting upon young people activities 
and duties that are conceived and initiated only 


226 INTERMEDIATE METHOD 


by adults. Using the challenge to service as a 
cover, adult leaders sometimes place upon young 
people tasks in which no interest has been developed 
and for which no motive is aroused. This is espe- 
cially true of many of the lesser tasks in the home 
and church. In many cases, development through 
service activities is incomplete because of no pre- 
liminary conference and no carefully developed plan 
of action, and the utter lack of a suitable follow-up 
program. Or, again, all too frequently the effects 
upon young people are lost sight of in the zeal of 
adults to attain some given end. Educational 
values are lost sight of and, while the motive or 
ends attained may be entirely worthy from the 
adult standpoint, the young people are exploited 
and educational results are not realized. 

The principle of self-determination.—This prin- 
ciple does not mean that adult leaders may not 
and should not suggest and develop interests. 
But it does mean that self-determination is a law 
of development here as elsewhere in adolescent 
education. For young people themselves to initiate 
a project of service, select the means of its accom- 
plishment, and carry it through in their own way 
will mean greater enthusiasm and more complete 
participation on their part. It affords practice for 
the young people in making decisions, in discover- 
ing all the elements in a given life situation, and 
develops resourcefulness in action. Adults may 
feel tempted to take matters into their own hands, 
especially when dealing with Intermediates whose 
intelligence and abilities do not match their own 
enthusiasm and energy. Nevertheless, even unwise 
decisions and mistakes in methods of carrying 


IN THE CHURCH SCHOOL 227 


forward projects may contain valuable lessons for 
young people, if the right motive is present. 

The Intermediate council or its service committee 
should have the responsibility of selecting and 
initiating service projects. Careful adult super- 
vision will, of course, be an essential factor. But 
in order to give supervision a leader need not be a 
dictator nor be unduly generous with advice and 
criticism. Close supervision will in many instances 
be a saving factor, preventing rashness, mistakes 
in judgment, and lack of persistent effort on the 
part of the young people. The tactful leaders can 
suggest lines of action in such a way as to lead 
young people to consider themselves as the orig- 
inators of the action. Supervision will need to be 
adapted to the ability of the group, the main con- 
cern being to exercise it only as and when it is 
needed. fe 

Avoid undertaking too many projects.—Inter- 
mediates are apt suddenly to become enthusiastic 
about a certain activity and to abandon it almost 
as quickly. There will be found a lack of sustained 
purpose, fitfulness of interest, and a disposition 
to give up any line of activity as soon as some 
slight difficulty is encountered. Projects should not 
be entered upon unless there is reasonable likeli- 
hood of their being carried through to completion. 
At this point, particularly, adult supervision will 
prove valuable. 

The length of time required for the completion 
of a project of service is, therefore, a matter of 
vital concern. The older the young people, every- 
thing else being equal, the more apt they are to 
maintain interest in and enthusiasm for activities 


228 INTERMEDIATE METHOD 


covering considerable time. On the whole, it will 
be wise to confine service activities for this age to 
briefer periods of time. One or two real projects 
each quarter involving correlation with the other 
elements in the program, may constitute a reason- 
able objective in some departments. Local condi- 
tions and the nature of the project alone will deter- 
mine the length of time which the project should 
cover. Fortunately, many projects are capable of 
considerable expansion in ways promising splendid 
results. Leaders will always find it necessary to 
watch carefully for signs of growing or decreasing 
interest and act accordingly. 


For further study: 


1. What agencies in your church are promoting 
service programs? 

2. How do these organizations affect the Inter- 
mediate program? 

3. Give reasons for or against asking Intermediate 
young people to contribute to the local 
church budget. 

4. Outline a program of training young people in 
financial stewardship. 

5. Outline a definite project designed to create 
loyalty on the part of Intermediates to the 
church and its missionary program. 

6. Outline another, to develop sentiment for 
world peace, and one to create favorable 
attitudes toward other races. 


For further reading: 


Hutchins, W. Norman, Graded Social Service in 
the Sunday School. 


IN THE CHURCH SCHOOL 220 


Loveland, Gilbert, Training World Citizens. 

Diffendorfer, Ralph E., Missionary Education in 
Home and School. 

Betts, George Herbert, and Hawthorne, Marion 
O., Method in Teaching Religion, Chapter XVII. 

Lobingier, John Leslie, World-Friendship Through 
the Church School. 

Lobingier, John Leslie, Projects in World Friend- 
ship. 

Towner, Milton Carsley, One Hundred Projects 
for the Church School. 


230 INTERMEDIATE METHOD 


CHAPTER X 


EVANGELISM IN THE INTERMEDIATE 
DEPARTMENT 


A COMPLETE program of religious nurture for 
Intermediate young people includes a proper em- 
phasis on evangelism. Many workers find diffi- 
culty in relating evangelism to the modern program 
of religious education. To the superficial student 
the two terms may seem to be mutually exclusive. 
But this is not the fact. The difficulty grows out 
of a lack of understanding of both terms or a failure 
properly to interpret them. Evangelism and reli- 
gious education both need to be fully comprehended. 
The whole range of means used to achieve their 
objectives should be taken into account. A com- 
plete program of religious education cannot be — 
developed apart from a wholesome spirit of evan-~ 
gelism with strong emphasis thereon. 

The years of adolescence are especially critical 
from the standpoint of evangelism. The particular 
aim of evangelistic activity for this age needs to 
be thoroughly understood. ‘The means to be em- 
ployed in securing the fuller development in char- 
acter and growth in religious experience likewise 
should be carefully chosen. Leaders of youth may 
so understand the nature of and control the process 
of religious education as to be able to effect the 
thorough evangelization of their young people. For 
leaders of youth to understand the laws of religious 


IN THE CHURCH SCHOOL 231 


development characteristic of years twelve, thirteen, 
and fourteen will mean the possibility of coopera- 
tion with divinely established forces within the 
individual, making for religious experience and 
growth. A wide range of opportunities and means 
are available in leading adolescent young people 
into a more complete acceptance of Christ. Those 
applicable to the Intermediate age should be made 
the subject of careful study. 

The place of evangelism in religious education. 
—Evangelism cannot properly be considered apart 
from the general process and program of religious 
education. It is an emphasis which should be felt 
throughout the entire program of religious nurture. 
Evangelism has to do with the understanding, the 
will, affections, motives, and habits of life. It 
is aS comprehensive as education itself. However, 
it is only as it is considered in the light of the aims 
and methods of religious education that it finds 
a place in the program. As an emphasis in the 
program of religious education it will take various 
forms according to the age and needs of the pupils. 

Some of the traditional conceptions of adult 
evangelism have little in common with the methods 
of educational evangelism. Efforts to seek a short 
cut to adequate Christian living have small place 
in religious nurture. Neither are those methods 
of evangelism acceptable which attempt to force 
growth or lead to unnatural or unwholesome condi- 
tions of development. On the other hand, an 
education that does not emphasize the necessity of 
a definite personal choice of spiritual relationships 
and trustful self-commitment to Christ on the part 
of the young person fails to meet the requirements 


232 INTERMEDIATE METHOD 


of religious nurture. Education should be evan- 
gelistic. Evangelism should be educational. In the 
religious development of youth, the ideals of evan- 
gelism and education should unite. 

The nature of educational evangelism.—Christian 
character is a fruit which matures through a long 
period of growth. It is the result of training care- 
fully planned and finely adjusted to the known 
laws of spiritual development. It is not the result 
solely of a suddenly completed experience. The 
task of religious education is so to nurture children 
that they will never consider themselves as other 
than members of the Christian family. For those 
who grow up in Christian homes and are subject 
to wholesome Christian influences the natural expe- 
rience is that of the gradual unfolding of the life 
through the normal process of Christian nurture 
and “the caressing touch of God’s Spirit.” 

Educational evangelism recognizes the “tides of 
the Spirit” and makes provision for natural results 
to follow the “‘high tides’ of each life. It seeks 
to secure normal responses by arranging suitable 
studies and by awakening those thoughts, desires, 
motives, which result in the conscious and con- 
tinuous determination to live a life of love and 
service. While the fact of gradual growth must 
be strongly emphasized, the elements of decision 
and definite reaction to the influences of the pro- 
gram must be taken into account at all times. 
Definite personal responses are especially normal 
to young people. They will usually be expressed 
vigorously in terms of conduct and action. Positive 
“forward steps’ which are recognized as acts of 
genuine self-expression are to be sought as a part 


IN THE CHURCH SCHOOL 233 


of the educational program. These definite responses 
will vary in form and nature with the different 
periods of development and with different indi- 
viduals. 

The point to be borne in mind here is that within 
the program of educational evangelism there is 
need of occasions for bringing religious growth to 
definite, conscious focus. Appeals to the will are 
made at different times and in different ways. 
The individual is urged to adjust his entire life 
consciously to the will of God—to accept and under- 
take to realize the ideals embodied in the person 
and teachings of Jesus Christ. 


THE AIM OF EVANGELISM FOR EARLY ADOLESCENTS 


What objectives are sought through the emphasis 
on evangelism in the Intermediate Department? 
Until leaders have a clear conception of what results 
are to be obtained they cannot intelligently select 
methods and determine upon materials to be used. 
Inasmuch as evangelism may not be considered as 
something apart from the program of religious 
education, the ultimate aim of such activity must, 
of course, lie within the general aim of religious 
education. 

The objectives of religious education.—The end 
of all religious education is the abundant life in 
Christ, Christian character expressing itself ade- 
quately in all of life’s relationships. A statement 
of the objectives of religious education which has 
significance for this discussion was presented in 
Chapter IV. It is as follows: 


(a) The acceptance of Jesus Christ as a personal 
Saviour and Lord. 


234 INTERMEDIATE METHOD 


‘“‘(b) A knowledge of Christian ideals. 

“‘(c) A personal acceptance and open acknowledg- 
ment of these ideals. 

“(d) A public acceptance of the privilege and 
opportunities of church membership. 

“(e) The development of the social consciousness 
and its expression of the physical, social, mental and 
Fel gious life in service to others. 

“(f) A knowledge of Christian eS a in choos- 
ing a life work or vocation.’” 

While this statement of aim covers many phases 
of the development sought through religious educa- 
tion it states most specifically the objectives sought 
through evangelism. 

Specific objectives of evangelism.—The program 
of religious nurture may easily become too general. 
It may take too much in the way of development 
for granted. ‘The experience of leaders of youth 
and the known laws of religious development indi- 
cate both the value and the necessity of decisive 
moments and experiences in the life of the growing 
youth. Young people should not be forced in the 
matter of religious awakenings and moral decisions. 
However, tides and seasons of spiritual respon- 
siveness and crises in moral development should 
not be passed by and carelessly neglected. The 
program of religious education should make certain 
that no child in the church constituency is allowed 
to pass through the seasons of possible religious 
awakening without ample opportunity to make or 
reaffirm his decision to follow Christ. The years 
of early adolescence are fruitful years for decisions. 
A wide variety of previous experiences and previous 

1P. 92. 


IN THE CHURCH SCHOOL 235 


training which will be represented in the typical 
group of Intermediates. Therefore a number of 
specific objectives in evangelism will need to be 
held in mind by those who work with them. Among 
these the following should be included. 

First definite decisions for Christ as a personal 
ideal.— Constant effort should be made to help 
growing children to recognize the highest loyalties. 
Teachers cannot safely assume that all pupils 
enrolled in the Intermediate Department have 
been carefully nurtured in religion from childhood 
or that their religious development has proceeded 
without interruption and with the proper arrange- 
ment of values. The aggressive church school will 
seek constantly to bring new recruits into its mem- 
bership and into the nurture of the program. Such 
youth as are brought into the department may or 
may not have had proper previous training. All 
should come face to face with the challenge of 
discipleship to Christ. In many instances this will 
mean definite conversion, a turning about in ways 
of living and thinking with a sharp consciousness 
of moral shortcomings. The personality may have 
taken definite form and become ‘“‘set’? around a 
false center of loyalty. A sharp check upon the 
_ life, a commanding challenge in the name of Christ, 
with the emotional responsiveness of these years, 
will doubtless result in a decisive experience. The 
effort should be made carefully but definitely to 
lead such young people to a personal acceptance of 
Christ as Lord of their lives. 

Salvation from sin.—Sin is a factor to be reckoned 
with in every life. The entrance of sin into the 
life at any point in its development is an ever- 


236 INTERMEDIATE METHOD 


present possibility. When once it has taken hold 
on the life its grip may be tenacious. It may easily 
become a most disastrous experience in early adoles- 
cent life, inaugurating a series of unfortunate expe- 
riences. This may be true of those who have been 
subject to a continuous program of religious nurture 
as well as of those whose religious training has been 
neglected. Young people who are conscious that 
sin has entered their lives in one or more of its 
varied forms will need to realize Christ as their 
Saviour. They must be led to victory over their 
sins through confessions and repentance, and through 
the exercise of faith in Jesus Christ. 

The sins of which early adolescent young people 
become conscious are usually not of a gross char- 
acter. But because of the nature of moral growth 
at this time, their consciousness of wrongdoing 
easily assumes great proportions. The conscience 
is exceedingly tender. It lacks experience and 
moral perspective. It should be brought into whole- 
some and normal functioning through the removal 
of the sense of guilt and the development of moral 
perspective. Moral carelessness and the consequent 
dulling of conscience during these years have a 
profound influence upon later development. It is 
imperative that leaders help each individual to 
victory in the struggle for moral self-control and 
for freedom from the consciousness of sin. Con- 
fession of sins and shortcomings to a sympathetic 
Christ, consciousness of sins forgiven, and expres- 
sions of faith in the personal moral leadership of 
Christ are vital factors in the program of evan- 
gelism among Intermediates. 

A religious awakening.—What is meant here is 


IN THE CHURCH SCHOOL 237 


a deepening of the current of the religious life rather 
than the changing of the direction of the current. 
Life is expanding in all directions. New interests, 
powers, feelings, and temptations are flooding in 
upon the life. The individual is sensitive and 
responsive in a manner distinctly new. There 
should be a corresponding responsiveness to the 
newer appeal and larger challenge of religion, a 
sensitiveness of the youthful spirit to divine influ- 
ence. A quickening of the impulses toward right 
living, a new warmth of devotion, a keener appre- 
ciation of spiritual values, and a greater realization 
of what it means to be a Christian are all forms 
which the religious awakening may naturally assume. 
Any one or all of these experiences may be incident 
to and a part of the steady-going process of the 
more nearly complete integration of the personality 
about a dominant religious ideal. 

The ‘‘forward step.’’—Youth is visionary and 
idealistic. There is present during these years a 
consciousness of the stirring appeal of personal 
ideals, the lure of something higher and finer be- 
yond the present. It may be during early adoles- 
cence that the first call will come to “step forward,” 
to press vigorously onward to find that which satis- 
fies the vague longing and the spiritual hunger felt 
but not understood. Opportunity should be made 
for any forward step that may be made as an act 
of genuine moral and religious self-expression. It 
may be a forward step in the direction of newly 
sensed religious duties, in the line of one’s sense 
of right. It may be a forward move in the effort 
to appropriate more fully the privilege and oppor- 
tunities of church membership. There is always 


238 INTERMEDIATE METHOD 


an appeal to greater loyalty, to new allegiance, to 
be expressed in acts of service. 

Youth feels the call to heroic living. He feels 
the challenge to resist evil and to struggle for 
righteousness. ‘‘Who is on the Lord’s side?” has 
in it a new note of personal challenge. Neither the 
youth himself nor his closest adult companion will 
be able to foretell when this challenge will be felt 
in the more personal and enlarged sense. The 
appeal of a forward step has always been and always 
will be an effective and popular part of early adoles- 
cent evangelism. Here again care must be exercised 
to make sure that it does not represent merely a 
quickly passing emotional reaction. When taken, 
it should be made to register permanently in the 
life of the individual and in the work of the church. 

A Christ-centered church membership.—The 
young person should be led naturally to assume the 
responsibilities of church membership at least by 
the close of the early adolescent period. In a large 
number of cases membership is entered into at an 
earlier age. The largest number of persons join 
the church between the eleventh and fifteenth years. 
Early adolescence is the most significant of all age 
groupings in the life of the average church from 
the standpoint of recruiting the church member- 
ship. This is, of course, a matter that cannot be 
handled arbitrarily by years. Some may join the 
church naturally and spontaneously at the age of 
nine, others at eleven, and still others not until 
the fourteenth or fifteenth year. 

These facts suggest the imperative need of press- 
ing consistently upon early adolescents the oppor- 
tunity and responsibility they have of sharing the 


IN THE CHURCH SCHOOL 230 


life of the church. The instinctive desire to ‘“‘belong”’ 
to larger groups and to share group activities 
characteristic of these years should find one of its 
most permanent and profitable modes of expression 
in active membership in the church. 

The spirit and method of evangelism may well 
characterize the work with early adolescents who 
are already members of the church. It is one thing 
to lead young people to become formal members 
of the church. It is another thing to lead them step 
by step to understand and accept the full spiritual 
meaning of such membership. It is during the 
years of adolescence that the opportunities, respon- 
sibilities, and claims of membership in the church 
must be made clear to the young people and enthusi- 
astically accepted by them. They should accept 
them with something of the vision and sacrificial 
spirit of Christ. All their relationships to the 
church should be Christ-centered. In the case of 
many young people this will be accomplished with- 
out marked experiences or prolonged struggle. 
With others, however, the facing of crises, the 
meeting of compelling challenges, the struggle 
against a narrow and selfish outlook will be expe- 
rienced. Not only is an oft-repeated challenge 
necessary, but continuous instruction and training 
in the meaning of membership must be a part of 
the program for this age. 


RECOGNIZE THE LAWS OF RELIGIOUS DEVELOPMENT 


Educational evangelism should be based upon a 
definite knowledge of the laws of religious growth. 
It is through the study of the psychology of reli- 
gious development, of the definite ways in which 


240 INTERMEDIATE METHOD 


the powers, capacities, and interests of the individual 
unfold, that certain fundamental laws of growth 
are discovered. Efforts to bring about religious 
development should recognize and conform to these 
fundamental laws. The point at which much of 
the evangelistic activity of the past has broken 
with sound educational procedure has been in the 
disregard of the normal processes of development. 
Evangelism properly interpreted is not a method 
of securing religious decisions or other reactions in 
violation of these principles of natural religious 
growth. Inherent within each individual are the 
“drives,” the instinctive interests, and the capac- 
ities which condition the realization of character 
traits. It is the part of religious education, of all 
education, to create situations, to direct external 
controls, in such a manner as to make possible 
the most normal and effective functioning of these 
inner forces. 

Natural religious experience sought.—Injury is 
sometimes done to young people by trying to lead 
them all into a stereotyped religious experience 
or by striving to secure identical responses from 
them, irrespective of age and previous training. 
All too frequently the methods of adult evangel- 
ism have been taken over without adaptation. 
The methods used to win to Christ men and women 
who have lived for years in sin and disobedience 
are not the methods to be used with young people, 
who for the most part have lived in conscious and 
unbroken allegiance to Christ. It is not desirable 
to seek to develop in early adolescence a religious 
experience common to adulthood, or common even 
to middle or later adolescence. The only religious 


IN THE CHURCH SCHOOL 241 


experience or type of commitment which should be 
sought is that which is natural to early adolescent 
years. This will vary also according to individual 
differences and previous training. 

Evangelism, as far as it relates to the matter of 
bringing religious development to sharp focus 
through definite decisions, is not to be carried on 
in mass fashion. Individual differences make 
necessary an approach that is primarily personal 
and individual. Each individual is a law unto 
himself in the development of his religious life. 
This consideration determines very definitely some 
of the methods by which educational evangelism 
should be carried on during early adolescence. 

The ‘Tides of the Spirit.’,—It has long been 
recognized that the great majority of conversions 
and religious awakenings occur during the years of 
adolescence. It is safe to say that three fifths of 
all people who yield to the call of the Master do 
so by the fifteenth year. With all individual differ- 
ences taken into account, there are certain years 
during the span of childhood and youth when the 
majority of people pass through more or less marked 
religious experiences. These ‘‘seasons of the soul” 
or conditions of readiness to respond to an evan- 
_gelistic appeal have special significance for the 
religious educator. The worker with youth should 
seek to understand them and thus cooperate with 
God in observing the seasons which he has pro- 
vided in the nature of youth. 

“There are definite seasons of the soul, just as 
truly as there are seasons of the year, ... and study 
of the developing life shows that life does not go 
steadily up nor steadily down. All life is in rhythm. 


242 INTERMEDIATE METHOD 


It is like the rise and fall of the tide. There are 
periods in youth when the soul is more sensitive 
than others. These periods are quite well defined.’ 
Students of religious psychology have recognized 
in the past, four periods in which there are marked 
responses to the appeals of religion. ‘These have 
been described as occurring (1) between the ninth 
and tenth, (2) between the twelith and thirteenth, 
(3) between the fifteenth and sixteenth, and (4) 
between the eighteenth and nineteenth years. 

Such an outline of ‘‘definite periods,’ however, 
can be said to apply only in a general way. They 
may reflect organized efforts that are no longer 
used. Such factors as individual differences in rate 
of development, previous training, and environ- 
ment make it impossible to fit every individual 
arbitrarily into such an outline. Religious awaken- 
ings come at many other times. They may come 
at any time. Uniformity should not be expected. 
In many cases no distinct experience is felt, the 
religious development is gradual. The natural 
responsiveness on the part of youth to religion 
should be made the subject of special and careful 
study by all teachers of the Christian religion but 
particularly by those who teach early adolescents. 

‘‘High tide’? of early adolescence.—One of the 
high tides of religious responsiveness occurs during 
early adolescence. There are many factors oper- 
ating to make boys and girls of this age naturally 
responsive to religion. ‘The problem is not that 
of striving to awaken in youth an interest in 
religion. It is more that of directing this natural 


2 Gage, Albert H., Evangelism of Youth, 1923, pp. 9-12. Used by permission 
of the Judson Press. 


IN THE CHURCH SCHOOL 243 


responsiveness in such a way that it will result 
in deeper experiences of religion. 

As young people pass from childhood to man- 
hood and womanhood, religious growth should 
keep pace with other phases of development. There 
is a definite relationship between the religious 
development and the physical, intellectual, social, 
and emotional changes characteristic of the three 
recognized periods of adolescence. Out of this 
physical transformation comes the new impulse 
to love. While physical in origin it does not flower 
until it expresses itself in noble affection and in 
pure and holy love. This new and broad power 
of affection should be definitely directed toward God 
and trained in adequate forms of religious expression. 

Integration of personality about Christ.—It is 
during this period that a new, self-conscious, self- 
directing personality emerges. This emergence of 
a consciously directed personality affords a new 
opportunity to present the claims of Christ and 
to secure the more intelligent and conscious accept- 
ance of him as Master of the enlarging life. The 
new sense of selfhood involves a consciousness of 
new and personal relationships to God. All the new 
powers, interests, capacities must be brought into 
_ proper relationship to the Kingdom and its claims. 
While the uncertainties, doubts, and distress inci- 
dent to the rapid growth of this period have been 
greatly exaggerated, there is a distinct spiritual 
yearning, an uneasiness, a veritable new “hunger 
and thirst after righteousness.”” Though distinctly 
felt, this feeling is not easily understood by those 
experiencing it. It is the search of the expanding 
personality for a satisfying sense of moral right- 


244 INTERMEDIATE METHOD 


ness, a seeking for a satisfying experience of God in 
the life. Educational evangelism must make sure 
that the search is not in vain. 

The sprightly idealism of early adolescence is 
making itself felt. The disparity between ideals 
or standards of achievement and actual experience 
may be painfully evident at times. Is it any won- 
der that these young people respond quickly to 
appeals to take more fully into their lives the 
One who can help them and to associate with those 
who are banded together for the cause of personal 
and social righteousness? During these years when 
the worship of heroes is dominant, the masterful- 
ness of Christ should be held steadily before the 
youth. Christ may become the transcendent Hero 
of every young life. If the evangelism of early 
adolescence is undertaken with intelligence, sym- 
pathy, and earnestness, the natural ‘“‘high-tide” 
experiences at this time should leave on the shores 
of life rich fruitage of Christian ideals and conduct. 


METHODS OF EVANGELISM 


The most effective means of securing the thorough 
evangelization of Intermediate young people may 
be discovered within the educational program and 
organization of the church. No agency, no single 
element, or type of activity has a claim to a place 
in the program of religious education except as it 
makes a definite contribution to the complete 
development of the individual as a Christian. 
The entire curriculum and the complete organiza- 
tion of the church school are intended either directly 
or indirectly to secure the results sought through 
the emphasis on evangelism. But the specific 


IN THE CHURCH SCHOOL 245 


means to be employed are most effective when they 
are intelligently and purposefully used. The warm 
spirit and definite purpose of evangelism should 
characterize the entire program. Yet these are 
not sufficient. The special opportunities, agencies, 
and forms of activities to be used, as well as the 
personal relationships to be sustained, must be 
emphasized in certain definite ways in order to 
achieve the best results. 

Deepening religious experiences through worship. 
—The function of worship in religious education 
has already been pointed out in Chapter VII. 
Special mention may be made in this connection 
of its effectiveness in bringing the individual into 
identity of purpose and feeling with God the Father. 
Worship is a necessary and natural form of expres- 
sion of the individual. It is one of the most power- 
ful means at the command of religious leaders for 
shaping ideals, forming sentiments, and developing 
appreciations. 

Hence, training in worship is an essential factor 
and method in securing the complete evangeliza- 
tion of Intermediates. It constitutes a means of 
direct communion with the Father. It affords an 
effective appeal to the emotions and the will. 
Ideas, ideals, standards of conduct, and challenges 
to service are brought to a focus before the mind 
of the individual and imbedded in a wealth of emo- 
tion seldom found elsewhere in the program. Im- 
portant decisions and heartfelt responses frequently 
become explicit in moments of sincere worship. 

Some of the most significant decisions of a 
lifetime may come to young people during the 
moments of quiet prayer, while a meaningful hymn 


246 INTERMEDIATE METHOD 


is being sung, or during the reading of Scripture. 
For a youth to speak out spontaneously in audible 
prayer or testimony in a departmental worship 
service may mean a spiritual victory and a for- 
ward step of incalculable importance. Worship 
programs may be conducted at certain times so 
as to constitute a definitely evangelistic service. 
Self-commitment to high ideals may come in re- 
sponse to a service of worship. The fruits.of the 
spirit mature slowly and only partly under the 
control of outside influences. Inner adjustments 
need to be made. It is the responsibility and oppor- 
tunity of those in charge to make the weekly wor- 
ship service a definite means of insuring the realiza- 
tion of Christlike ideals in attitudes and conduct. 

The class, a center of evangelistic activity.— 
Several factors combine to make the Intermediate 
class a natural social setting for evangelistic activ- 
ity. Individual differences make it imperative that 
some adult leader keep close to and know intimately 
each pupil. Only thus can the particular season 
of each individual life be known. Intermediates 
should not be dealt with in mass fashion. The 
class group is not so large but that the teacher will 
be able to give individual attention to its members. 
Its organization and life provide opportunity for the 
most normal and continuous contact between each 
pupil and the leader. 

The influence and example of various members 
of the class circle and the fellowship that centers 
in it are important factors in determining the atti- 
tudes of the several members. Young people of 
this age feel the pull of group sentiment and action. 
What all the members of the group are doing has 


IN THE CHURCH SCHOOL 247 


great weight with each member. The winning of 
the pupil leader of the class may and frequently 
does mean the enlistment of the entire class for 
Christ, for service in his kingdom, and for member- 
ship in his church. This group influence is not so 
powerful as to destroy the sincerity of individual 
responses. 

As special seasons of evangelistic activity are 
approached, certain limited responsibilities may be 
placed upon the organized, self-governed class. 
The powerful spirit of team play operates among 
the members as a strong incentive to work for 
others and to respond personally to the standards 
adopted by the class. Young people of Inter- 
mediate age when properly motivated and guided 
will work earnestly to win unconverted members 
of their group. Special sessions of the class for 
prayer for themselves, for their teacher, or for 
unresponsive members, make religion a very real 
experience in their lives. To start a class of boys 
and girls on a carefully planned crusade to win 
other boys and girls in their school, church, and 
community as members of the church school, as 
followers of Christ as Saviour, and as church mem- 
bers, will mean the release of strong forces for 
- evangelism. 

Teaching should be definitely evangelistic. It 
has as its objective the helping of pupils to live 
the Christian life. It includes the enlistment and 
training of the pupils in active and intelligent 
participation in the work of the Kingdom. It is 
not necessary or desirable to make each class ses- 
sion a “revival meeting.”’ Yet the realization of 
the unique opportunity to “‘persuade,”’ to stimulate 


248 INTERMEDIATE METHOD 


devotion to Christ-centered ideals, to develop 
stronger loyalties, and to deepen religious experience 
always should be present in the thought and work 
of the teacher. ‘The teacher’s work should result 
in new religious interests, keener spiritual appre- 
ciations, finer moral discrimination, more intelligent 
attitudes, and more firmly developed habits among 
the pupils. These, gathered up and integrated into 
strong, capable, and attractive Christian person- 
ality, constitute the ends of evangelism. Personal 
interviews between the teacher and _ individual 
pupils may prove decidedly fruitful in achieving 
such attitudes and decisions. 

The devotional moments of the class session may 
contribute definitely to the work of evangelism. 
The class devotional period is similar to the depart- 
mental worship service in the opportunities it 
presents to bring young people into more nearly 
complete fellowship with Christ. Participation in 
class circle prayers may mean a definite forward 
step. A quieting, steadying influence is exerted in 
the life of young people through sincere and whole- 
hearted participation in a class devotional period. 

Special days and occasions.—In work with young 
people, as with the cultivation of nature’s products, 
there are a time of sowing and a time of reaping. 
While the observance of ‘decision day” in many 
churches has resulted in a disproportionate emphasis 
on periodical evangelism, yet some cumulative 
effort should characterize the program of evan- 
gelistic activity. Decision Day may be considered 
the climax of the entire evangelistic emphasis in 
the program of the church school. It is not in 
any sense a substitute for continuous effort through- 


IN THE CHURCH SCHOOL 249 


out “decision years.’”? The Easter season repre- 
sents perhaps the time of greatest ‘‘reaping.” It 
is customary to make a concentrated effort during 
the Easter period to bring children, youth, and 
adults into closer fellowship with the Christ, whose 
suffering, death, and resurrection are the subjects 
of remembrance and meditation. 

Decision day has long been observed in schools 
and churches as a significant part of the program 
of evangelism. It will doubtless continue as such. 
However, care should be exercised that the efforts 
centering in such special occasions may not be un- 
natural or artificially forced. With greater propriety 
it might be designated “recognition day,” a time 
when recognition is made of the decisions of those 
who have already joined the church and manifested 
other overt forms of Christian growth during the 
year. The same principle applies to the observance 
of any other day of special evangelistic emphasis. 

Additional factors in evangelism.—Contact be- 
tween personalities is one of the most effective 
means of evangelism. ‘The daily and weekly asso- 
ciation of pupils with mature, capable Christian 
characters is one of the most dynamic factors in 
developing character. The superintendent of a 
certain church school refused persistently to pro- 
mote a certain teacher of Intermediates with her 
class. Each year her pupils became so attached 
to her that they insisted on having her advanced 
with them on Promotion Day. But the superin- 
tendent refused year after year. He gave his 
reason. No pupil ever spent a year with her with- 
out making or remaking an open confession of Christ 
and joining the church. She was averaging one 


250 INTERMEDIATE METHOD 


hundred-per-cent efficiency as a teacher-evangelist. 
He wanted as many pupils as possible to come 
under her influence. 

Many mature Christians to-day, looking back 
over their early training, cannot recall distinctly 
any specific teaching they received in the church 
school. They do have vivid recollection of the 
influence exerted in their lives by some teacher 
whose luminous Christian personality left an indel- 
ible impression upon their lives. What the teacher 
is speaks most eloquently to early adolescents. 

The pastor’s part in winning youth to Christ 
and the church will be great or small depending 
upon a number of factors. These include his gen- 
eral interest in young people, his ability to win 
their confidence and esteem, the time he may have 
or be disposed to take to secure first-hand contact 
with the young people, and the manner in which 
the program of evangelism is organized. At some 
point in the program during these years the pastor 
should come into intimate, friendly contact with 
these young people. 

Time spent by the pastor in personal work with 
them, caring for them as ‘“‘hand-picked’’ fruit, 
knowing each case personally, following each indi- 
vidual through to definite ends, will be well spent. 
He should be available and approachable for per- 
sonal conferences. Upon him will rest a good share 
of responsibility for training young people in the 
meaning of membership in the church. ‘The ‘“‘pas- 
tor’s class” and similar efforts at training for church 
membership are promoted in many churches in a 
rather haphazard manner. They should be care- 
fully correlated with the other elements in the 


IN THE CHURCH SCHOOL 251 


Intermediate Department program. Here is found 
a unique opportunity for the pastor to have direct 
influence in determining the intelligence and effi- 
ciency with which these young people assume 
membership in his church. 


For further study: 

1. Make a careful study to discover at what age 

each of the young people of your church 
(1) Publicly acknowledged Christ. 
(2) Joined the church. 

2. To what extent is a “definite” conversion expe- 
rience a necessary part of religious growth? 

3. What are the values and dangers of young 
people’s monthly consecration meetings? 

4. Observe the program of Decision Day, watch- 
ing particularly its immediate and permanent 
effect upon the Intermediates. 

5. To what extent should young people be urged 
during early adolescence to commit their 
lives to full time service in the church? 

6. In what ways can the results of evangelism 
be conserved? 


For further reading: 
McKinley, C. E., Educational Evangelism. 
Betts, George Herbert, The New Program of 
Religious Education. 
Gage, Herbert, The Evangelism of Youth. 
Tracy, Frederick, The Psychology of Adolescence. 
Pratt, A. B., The Religious Consciousness. 
Hannan, F. Watson, Evangelism. 
Denominational Sunday School Boards usually 
publish helpful pamphlets on evangelism for free 
distribution. 





PART III 


ORGANIZATION AND ADMINISTRATION 


fips 





CHAPTER XI 
CLASS ORGANIZATION AND PROGRAM 


IN securing suitable class organization and in 
building a comprehensive class program the worker 
with Intermediates should be guided by three 
fundamental principles, namely: (1) the law of 
learning through voluntary self-activity, (2) the 
law of social development through group activity, 
and (3) the law of leadership training through the 
distribution of responsibility. He is working in 
harmony with spontaneous social or group interests. 
The process of religious nurture is greatly facilitated 
through the opportunity afforded in the class for 
self-activity, activity as an ordinary member of a 
group and as a group leader. 

Young people of this age have a natural dis- 
position to form themselves into groups or gangs. 
Intermediates spontaneously seek to achieve mem- 
bership in one or more small groups. Religious 
leaders may determine by careful provision through 
what kind of club or organization this membership 
interest will find expression. The problem is often 
that of developing the Christian motives in a group 
already formed and of providing means by which 
the energy and loyalty generated by these associa- 
tions may be released in character-forming activities 
and in Kingdom-building projects. This oppor- 
tunity calls for a thorough understanding of the 
most successful methods of stimulating class organ- 

255 


256 INTERMEDIATE METHOD 


ization and of building and sustaining developmental 
class programs. 


PRINCIPLES OF GROUPING 


Certain definite aims should govern the organ- 
ization of pupils into classes. One aim may be 
designated as that of economizing the teaching power 
of the school. Education usually proceeds on the 
basis of a teacher or leader directing the activities 
of a relatively small group. It does not proceed 
advantageously on a mass basis. It would be im- 
possible to provide as many teachers as there are 
pupils. The problem is to find how many pupils 
one teacher can teach to advantage. The class 
facilitates the teaching process by affording means 
of frequent and intimate contact between learners 
and the teacher. The influence of one adult per- 
sonality is made available to a group with whose 
needs and interests that leader is familiar. It 
makes possible economy of time, effort, and other 
resources of both the school and the teachers. 

Grouping into classes provides a unique oppor- 
tunity for education through directed group activity. 
Religious education is not merely a matter of 
individual development. The individual must be 
trained to take part in the life and activity of 
social groups. Provision is made for this type of 
experience in a most helpful and economical way 
through the church-school class. Lessons in coop- 
eration are learned. The pupil learns to assume 
and follow leadership. In the social group, motives 
and incentives for study and effort are developed 
which do not characterize the individual working 
alone. The stimuli of cooperation, competition, 


IN THE CHURCH SCHOOL 257 


group pride and social disapproval are present in 
the classroom as important factors in learning. 

Again, the organization of the school into classes 
simplifies the problem of school administration. Dis- 
tribution of responsibility for leadership, record 
keeping, pupil accounting, discipline, and group 
activity are secured through the division of the 
school into classes. The following principles have 
largely determined the size and nature of the 
groupings into which Intermediate pupils are placed: 

Groupings should be natural.—Early adolescence 
is a time when the unsupervised social contacts result 
in natural, spontaneous groupings. The tendency 
among young people in a neighborhood to form 
group relationships that are spontaneous and natural 
usually follows along lines of common interests, 
needs, and experiences. Not infrequently group 
consciousness and loyalty hold members of a gang 
together for several years. The group spirit of 
gangs organized for criminal purposes has been 
found to be exceedingly binding, frequently feder- 
ating boys of various nationalities. This unifying 
power must be made an asset in training youth in 
right conduct. 

The most prevalent method of grouping pupils 
into classes has been by their chronological age. 
The contribution being made to religious education 
by general education and psychology is that of 
causing gradation to be made upon the basis of 
social and mental development. Mental age and 
achievement ability determine the public-school 
grading of pupils. Social development usually 
determines the groupings on the streets and at 
play. Gradation in the church school follows 


258 INTERMEDIATE METHOD 


closely that of the public school. If groupings in 
the church schools correspond to spontaneous social 
relationships outside the school, this will inevitably 
secure for the class the strongest social supports. 
Boys and girls who have interests, needs, and expe- 
riences in common will thus be brought together 
for a common program of religious nurture. 

Sexes grouped separately.—Boys and girls should 
be separated into different classes. It has been 
pointed out previously that the sex-aversion man- 
ifested in late childhood carries over into this period. 
This aversion is frequently so stimulated as to make 
it impossible to bring the boys and girls together 
profitably in classroom activities in the church 
school. While it is true that boys and girls of 
this age are not separated in public school, the 
two situations are not completely analogous. The 
church-school attendance is voluntary and lacks 
many of the educational conditions which result in 
effective work in the public school even where the 
sexes are not segregated. The fact that one will 
find few classes in church schools to-day in which 
boys and girls are associated together testifies to 
the results of experience. Again, a class is a group- 
ing of pupils through which specific and common 
interests should be met. There is less of common 
interest and need where the two sexes are together 
than where they are kept apart. Furthermore, the 
type of midweek activity which the classes adopt 
will usually tend to keep the sexes separated. 

Groups sufficiently small to provide intimate 
contacts.—The value of class organization and activ- 
ity is to be found largely in the opportunity they 
afford for intimate association of young people 


IN THE CHURCH SCHOOL 259 


with worthy adult leaders. A strong personality 
directing the activities of a small group is recog- 
nized as one of the most effective means of securing 
religious development. In local situations several 
practical considerations determine the actual size 
of the classes. The number of available teachers, 
the number of pupils enrolled, and especially the 
working conditions, must all be taken into account. 
Under the usual conditions of congested quarters, 
poor working facilities, untrained leadership and 
low standards of discipline found in most church 
schools the typical Intermediate classes number in 
membership between seven and fourteen. 

As conditions in the church school improve it 
will usually be found advisable to group Inter- 
mediates in larger classes. The public schools have 
demonstrated the fact that where favorable condi- 
tions prevail, the best results are obtained with 
classes whose membership runs between twenty and 
thirty. When church schools are able to provide 
separate classrooms free from noise and distraction, 
suitable working equipment and materials, and 
trained teachers, the tendency will undoubtedly be 
in the direction of having larger classes. Such is 
already the case in week-day religious education. 
One excellent teacher with twenty in the class is 
better than two poor teachers each having ten pupils. 

Simple organization is essential.—The class organ- 
ization should be no more elaborate than the activ- 
ities of the group as a unit require and the abilities 
of its members can sustain. The ordinary class will 
need a president, a vice-president, and a secretary- 
treasurer. These officers, together with the teacher, 
usually will serve as an executive committee. The 


200 INTERMEDIATE METHOD 


permanency of the class organization will depend 
upon a number of factors, chief of which is con- 
tinuous adult supervision. The nature of the 
midweek program and the manner in which it is 
promoted will, in many instances, determine just 
how the class should be organized and with what 
degree of permanency. If a class of boys is to be 
grouped as a patrol in a Boy Scout troop, it should 
be organized to include both the adult and pupil 
leadership involved. Likewise, if a girls’ class 
adopts the Camp Fire Girls’ or Girls Reserve pro- 
gram, its leader becomes also the counselor. Specific 
projects that the class may engage in from time to 
time may best be cared for by regular committees 
or by committees formed for these special tasks. 
In the class organization, as in the department, the 
test of the particular form of organization is, Does 
it work, and what does it contribute to the life and 
development of the group? 


METHODS OF CLASS ORGANIZATION 


No gang or group, formed naturally on the street 
or elsewhere, is without a leader, an organization 
and government of some kind, and a program. 
Likewise with the class, some kind of organization 
is necessary for its complete functioning. Organ- 
ization makes possible the full realization of the 
potential group life. It provides for leadership and 
definite ways of carrying on group activity. The 
organization of the class may transform it from a 
teacher-project into a pupil-enterprise. It will 
afford a valuable opportunity for encouraging and 
training pupils in resourcefulness, ingenuity, and 
activity. It makes possible the cultivation of the 


IN THE CHURCH SCHOOL 261 


democratic spirit which encourages the enlistment 
of each young person in cooperative and enthusiastic 
support of activities which represent the will or 
the wishes of others. It enables the teacher to 
direct and supervise rather than lead and dictate. 
The following are essential factors in building and 
sustaining class organization: 

Pupil officers should be elected.—Democracy 
should prevail in the organization and life of the 
class. Class organization and activity aim (1) to 
provide opportunity for self-expression, (2) to 
secure the development of leadership abilities, (3) 
to train in the discharge of responsibility, and (4) 
to cultivate the spirit of democracy. Some young 
people meet their first real social responsibility as 
class presidents. Many learn for the first time in 
a class group how to express themselves in demo- 
cratically determined activity. Each class should 
have its officers. These officers need the guidance 
of the teacher. But they must come to feel the 
responsibility of their positions and be permitted 
to exercise initiative in leading the class. Oppor- 
tunity for all members of the class to serve as 
leaders and to assume responsibility should be pro- 
vided by a short tenure of office. It should range 
between three and six months duration. 

Committees are important.—Two or three com- 
mittees usually will be found helpful in stimulating 
and directing class activities. An executive com- 
mittee has already been suggested, composed of- 
the officers and the teacher. This committee should 
outline the general program of the class and repre- 
sent the class in interclass or departmental activ- 
ities. A membership committee may be of great 


262 INTERMEDIATE METHOD 


value in recruiting new members and in following 
up absentees. The opportunities in this field are 
many. A social and recreational committee may 
be held responsible for providing and working out 
in detail such social and recreational activities as 
the class may need and desire, or as cooperation 
with other classes within the department may 
require. Other committees may be created as 
occasions demand. 

A class should have only such committees as its 
activities call for. These committees should have 
specific tasks to perform. They should be held 
responsible for these duties until performed or until 
the committee is discharged. Generally, the per- 
sonnel of the regular or standing committee should 
be changed with the same frequency as the officers. 
Committee work may constitute excellent oppor- 
tunities for training young people in leadership, 
cooperation, faithfulness, and resourcefulness. The 
basis of future ability and fidelity under respon- 
sibility in church work may be laid during these 
years. Careful supervision of committee activity 
must be provided to insure the right kind of 
development. 

How to select class names.—Class names should 
mean something to the members of the class. The 
name adopted by a gang always has a meaning to 
the group that adopts it. Usually, it is a mistake 
to designate a class by the name of the teacher. 
Unfortunately ‘‘Mrs. Jones’ class’ too frequently 
means just what it implies, taken literally. The 
name of the class should grow out of the spirit, 
the common purpose, and the experience of the 
members. It should be thoroughly characteristic 


IN THE CHURCH SCHOOL 263 


of the class. The name should set a standard and 
should suggest a high degree of excellence or a 
virtue to be sought by its members. Such names 
as “‘The Loyalty Class,’’ “Count On Us,” “The 
Friendly Class,” ‘‘P-a-l-s” are suggestive. If the 
class is organized as a Camp Fire Girls or Boy 
Scout unit, its name might well represent one of 
the virtues, crafts, or laws of that program. 

The class should be registered.—Young people 
of this age are interested in movements of large 
numbers and of national and world significance. 
They like to “‘belong”’ to church-wide movements 
and nation-wide organizations. Many denomina- 
tions are encouraging registration at the central, 
denominational office and are endeavoring to provide 
uniform standards, helpful literature, and charter 
forms, all of which are made immediately available 
to classes that have registered. Application forms 
may be secured from denominational, State or at 
the International Council headquarters. After a 
charter has been secured, it should be well cared 
for and displayed as a symbol of the unity of the 
class. 

THE COMPREHENSIVE CLASS PROGRAM 


The discussion of a class organization presupposes, 
of course, a class program. ‘The religious education 
of adolescents calls for definite objectives and an 
outline of activities by which to achieve them. 
The aims of the complete program of religious 
education must be considered in order to determine 
the activities a class should promote. The class 
represents the normal unit by which much of the 
activity embraced in the objectives of religious 
education will be socially promoted. The executive 


+ 
: 


264 INTERMEDIATE METHOD 


committee and, especially, the teacher should have 
a knowledge of the total or comprehensive program. 
The relation of this program to the curriculum 
has been discussed on page 121. 

Ministry to the complete life.—The class program 
should embrace all the aspects of developing Chris- 
tian life and. character. While many activities 
coming into the experience of the members of the 
class may not be provided for directly by the class, 
nevertheless the “blue print” of the class program 
should point to the full range of activities. It is 
one thing for a class and their teacher complacently 
to ignore certain phases of growth, partly because 
equipment or other factors seem to be unavailable. 
It is a vastly different thing for a class and teacher 
to be vitally interested in and heartily supporting 
all the vital activities provided by a comprehensive 
program, stressing each one adequately as the 
equipment and program can be expanded. 

While unable to provide all the desirable activ- 
ities for the young people, the class and its leader 
facing a practical situation, may sanction and 
support such as are clean, wholesome, and character- 
building, even though they are maintained by some 
other organization. ‘This is particularly true of the 
contributions made by the enlarging public-school 
program through its gymnasium and playground, 
and, temporarily, of the missionary and young 
people’s devotional societies, and kindred organiza- 
tions, many of which have not yet been sufficiently 
related to the activities of the local church. Young 
people may thus come to understand that these 
activities are offered in the name of Christ and 
have the sanction and support of the church. 


IN THE CHURCH SCHOOL 265 


There should be included, therefore, in the total 
class program an emphasis upon (1) supervised 
study and recitation, (2) training in devotional 
habits such as is found in the ordinary Sunday 
session of the church school and devotional meet- 
ings, (3) a complete social and recreational pro- 
gram and (4) a program of service.! 

Supervised study and recitation.—Lesson ma- 
terials and methods of teaching have already been 
discussed. The lesson zs the class program to many 
teachers. Indeed, all: too frequently, the teacher 
has no conception of a class program or session 
other than that which he may carry out in “teaching 
the lesson.”’ While emphasis should be placed upon 
the period during which the class joins with the 
teacher in the consideration of a “‘lesson,”’ it should 
be borne in mind that the ‘‘lesson”’ represents only 
a part of the program by which the development 
of the various capacities of the individuals is 
secured. The other elements in the procedure 
mentioned in this discussion have real significance 
in bringing about religious and social development. 
It makes little difference what ‘‘the lesson”? may be 
concerned with if the class session is void of pupil- 
interest, pupil-cooperation and real purpose on their 
part. Instruction, with all its inherent value, should 
have the active cooperation and response of pupils. 
The “lesson” proper may be considered as part 
of a class session in which class devotions, business, 
and other elements enter as vital parts. It is not 
a process in which the pupils are merely “sprayed” 
with biblical or other pious phrases. 

The skillful teacher of Intermediates will not 

1See Chapter V, pp. 121-2. 


266 INTERMEDIATE METHOD 


attempt to conduct the class work with the same 
degree of formality and inflexibility that character- 
ized the work with these pupils during the Junior 
age. Supervised study and recitation may legit- 
imately assume many forms. The members of the 
class should be led by the teacher in a sincere, 
purposeful, and successful study of moral and 
religious problems that are pertinent to their lives. 
Supervised study and recitation will be lost sight 
of as formal procedure if the students and teacher 
as they engage in a search for truth and solutions of 
certain problems lose themselves in a project or class 
discussion. The procedure will be supervised because 
of the guidance and stimulation given by the teacher. 

If vital problems and deep interests are devel- 
oped, worthwhile projects initiated in the class 
session on Sunday, these should also be the occasions 
of meetings during the week time. The alert teacher 
will seek to bring out in the class discussion the 
solutions of life problems that grow out of the 
various week-day activities in the pupil’s life. 
The preaching service, the evening devotional 
meeting, instruction in the public school, constitute 
materials which the able teacher can use in leading 
the pupil to a full understanding of the religious 
life. An acute problem is created by the diversity 
and separateness of the agencies by which religious 
truths are brought to the attention of the early 
adolescent. ‘The effective correlation of these frag- 
mentary and miscellaneous experiences should be 
the aim of all who teach early adolescents. Thor- 
ough understanding of the methods of teaching as 
discussed in Chapter VI is essential to success in 
the classroom. 


IN THE CHURCH SCHOOL 267 


Developing personal devotional habits.—The cul- 
tivation of personal devotional habits and of the 
disposition to participate in social worship is the 
central objective in religious education for these 
years. Religion is becoming increasingly personal. 
Conditions are favorable for the establishment of 
the habit of private devotions. Young people 
should emerge from this period with this habit well 
established and with the desire and ability to par- 
ticipate with others in the worship of God. Group 
life in the class affords a unique opportunity for 
the stimulation of both types of devotional ex- 
pression. 

The close acquaintanceship in the class circle, 
the unity of endeavor along several lines, and the 
presence of a sympathetic adult leader to inspire 
and guide, make the class an important agency in 
the stimulation of religious thought and emotion 
and especially in their expression. Young people 
may be led here to take the first steps or more 
firmly to establish themselves in habits of devo- 
tions and social worship. Therefore the class pro- 
gram will include efforts to build these habits. The 
teacher, through class discussion, should lead the 
members of the group to take an active part in 
the devotional exercises of the class. In this way 
they come to have a clearer appreciation of the 
methods whereby the devotional life is nurtured. 
Few classes meet under conditions which make it 
impossible for the members to bow their heads in 
a moment of pupil-led prayer during a class session. 

Recreational activities.—The class program may 
also provide for a series of recreational activities. 
If the class is organized or is functioning as a unit, 


268 INTERMEDIATE METHOD 


it will be only natural for its members to desire 
and to participate in certain forms of social and 
recreational life. The wise leader of either boys 
or girls will utilize this spontaneous desire and 
these natural groupings to secure their more com- 
plete development. The extent of activity along 
both lines will depend in part upon the size of the 
group, the ability and consecration of the leader, 
and the nature and extent of the program provided 
through the larger groupings, such as the depart- 
ment. The available energies and time of the 
pupils are determining factors also. A plan that 
is increasing in popularity is that of having an 
Intermediate girls’ church hour on Wednesday 
afternoon or some other convenient time, and 
similarly, an Intermediate boys’ church hour, 
usually in the early evening. Once a month the 
two groups may meet together as an entire 
department. 

Opportunities for both social and recreational 
activities are being greatly increased in the average 
community and church to-day. The problem in 
many Intermediate groups is that of trying to 
correlate certain of those provided outside the 
church with the class program. A serious problem 
in many churches consists in the fact that the mid- 
week social and recreational life of the class is 
identified with programs that practically ignore 
church loyalty, worship, stewardship, and the 
responsibility for Christian world-fellowship. In 
other cases it is the problem of getting the teachers 
to understand the value of carrying their interest 
and leadership over into the midweek life of the 
boys and girls with whom they are associated in 


IN THE CHURCH SCHOOL 269 


their church-school classes. Helpful personal con- 
tacts and carefully planned activities should not 
be confined to Sunday. This is one of the out- 
standing needs in the average church situation. 

It is becoming increasingly the policy with many 
church schools to seek to identify the Boy Scout 
patrol or troop with the membership of the class 
or department in the church school. In actual 
practice, however, this ideal is seldom realized. 
In some churches the troop membership comes 
solely or largely from the department. The patrol 
is identified, as far as practical, with the membership 
of a certain class. The teacher of the class should, 
of course, serve as the Scout master, if that is possi- 
ble. In case this is impossible, the Scout master 
should be identified in some effective manner with 
the class in its Sunday-morning session. The 
teacher’s interest and contact should in the same 
manner be felt in the Scout activities. This rela- 
tionship may well characterize all these groups 
and programs. 

The competitive and sometimes acrimonious rela- 
tionships existing among the various organizations 
promoting recreational and social programs for 
early adolescent groups have greatly embarrassed 
the churches that have sought to enlarge their 
programs for this age. Practical difficulties, such 
as diverted loyalties, unnecessary expense, and an 
absence of genuinely religious elements, have made 
the problem too difficult for the ordinary local 
leader or teacher to solve. For these and other 
reasons, the International Lesson Committee and 
several denominational boards of religious educa- 
tion, charged with the responsibility of creating 


270 INTERMEDIATE METHOD 


church-centered programs for adolescent young 
people, are giving first consideration to the creation 
of a Christ-centered, church-centered program for 
the three age groups of adolescents. These pro- 
grams, when available, should provide the complete 
program for each Intermediate class. 

Class service projects.—Conditions are favorable 
in the normal class for the establishment of the 
service motive in the lives of its members and for 
the provision of suitable opportunities for its ex- 
pression. The teacher or leader has intimate and 
continued personal contact with the members of 
the class. The group is sufficiently small and meets 
with such frequency as to make easy the develop- 
ment of service projects. The capable, alert teacher 
will seek to stimulate the service motive and to 
provide it with opportunities for expression. The 
class organization with its officers and committees 
makes democratic purposeful procedure natural. 
A number of really worthwhile service activities 
should constitute part of the class program. Inter- 
mediate young people have much to learn and 
many experiences to pass through during these 
brief years. Training in service is but one phase 
of their development. Too great a strain, too heavy 
pressure must not be exerted in securing their 
cooperation in service projects. 

On the other hand, these years represent a normal 
period of rapid growth in the life of Intermediates. 
This period should be complete in all its various 
developmental experiences. With the altruistic 
interest and impulse budding and with. special 
interest in project work, these young people should 
have the experience of engaging in individual and 


IN THE CHURCH SCHOOL 271 


group service activities. Actual contacts with life 
should be provided and the habit of meeting life 
situations in a cheerful, helpful manner should be 
established in the growing life. The experience of 
joining in a class service project is frequently the 
forerunner and training experience for effective 
adult service in church and community life. 


THE SUNDAY SESSION OF THE CLASS 


The class session on Sunday has usually been 
considered the central part of Intermediate class 
life. While the program of the class is being greatly 
enlarged and enriched, the session on Sunday morn- 
ing will doubtless continue to be an outstanding 
part of its activities as a class. A casual survey 
of class sessions in church schools readily reveals 
the need of a better understanding of the most 
effective means of organizing and using the time 
during which the class meets by itself. The time 
is all too brief. Yet in spite of this, much time is 
wasted or used foolishly because there is no ade- 
quate knowledge on the part of the teacher or the 
class officers of a suitable class-session program. 
Such a program is the joint responsibility of the 
teacher and the class president or executive com- 
mittee. They should organize the time according 
to a definite order of procedure. This order of 
procedure will provide for the following items. 

The officers in charge.—In keeping with what 
has been said previously, each class session should 
open with the officers in charge. Through this 
democratic procedure, at least part of the respon- 
sibility for a successful class session is placed upon 
the members of the class. Many problems in 


272 INTERMEDIATE METHOD 


discipline will disappear with this practice. It 
also provides training for those acting as officers. 
The busy teacher is not burdened with the details 
of records and collections, except to supervise them, 
if the class treasurer and secretary are assuming 
their responsibilities. The class is in proper form 
to conduct its business and to engage in pupil- 
led devotions. The close of the class session may 
also be in the hands of the class officers if certain 
objectives are set for accomplishment at that time. 

Business session.—The class organization is of 
value, as it builds and executes a program. This 
necessitates the transaction of business. Part of 
this business may best be conducted at the Sunday- 
morning meeting of the class. If there is a regular 
midweek meeting, some of it may be cared for at 
that time. In either case it must not consume 
much time. Three minutes or, at most, five at 
the Sunday session, should be ample to care for 
business which cannot be cared for at other meet- 
ings of the class. It will be necessary to guard 
against the class business taking time unduly from 
the other elements of the Sunday-morning class pro- 
gram. 

Class devotions.—Immediately following, or pre- 
ceding, the class business, the class may be engaged 
in its brief moment of devotions. Preparation 
should be made for this in advance in order to 
secure best results. From one to three minutes 
will be ample time to devote to this phase of class 
experience. The teacher who fails to develop pupil 
participation in this expression of the class is fail- 
ing to give to the members an experience which 
should be theirs during these years. It will mean 


IN THE CHURCH SCHOOL 273 


much to the members of the class to have, from 
Sunday to Sunday, the experience of group prayer 
and discussions covering some of their more inti- 
mate life problems the solutions of which are fur- 
nished by religion. 

The lesson period.—The lesson period and the 
class session need not and should not be identical. 
The former represents primarily the time for which 
the teacher is responsible. It is the teacher’s 
opportunity to lead the members into a formal, 
well-organized group study of a particular theme. 
Fortunate is the teacher who can preserve the 
democratic spirit and pupil participation of the 
previous moments of the class for this part of the 
class session. ‘The class session program includes 
all the activities that occur during the entire meet- 
ing time of the class. 

Outline of a class session.—The time of a class 
session may be organized as follows: 


30-minute session: 

Class business—3 to 5 min- 
utes. 

Class devotions—r1 to 3 
minutes. 

Lesson period—22 to 26 
minutes. 

Special closing—optional. 


For further study: 


45-minute session: 

Class business—3 to 5 
minutes. 

Class devotions—1 to 5 
minutes. 

Lesson period—30 to 4o 
minutes. 

Special closing—optional. 


1. Study the Intermediate classes in your school 
to discover what principles govern their 


grouping. 


2. Outline a program for a class session. 


274 INTERMEDIATE METHOD 


3. Make a list of worthwhile activities for each 
committee of the class to perform. 

4. Outline reasons for and against grouping early 
adolescent boys and girls into separate 
classes. 

5. Suggest ways and means of correlating more 
definitely the program of the class with that 
of the department. 


For further reading: 


Shaver, E. L., Teaching Adolescents in the Church 
School. 

Shaver, E. L., The Project Principle in Religious 
Education. 

Maus, Cynthia Pearl, Youth Organized for Reli- 

gious Education. 

Harris, Hugh Henry, The Organization and Admin- 

istration of the Intermediate Department. 

Alexander, John L., The Secondary Division Organ- 

ized for Service. 

Pamphlet material dealing with class organiza-— 
tion and program may be secured from many 
denominational Sunday school boards, and from 
the International and State Council of Religious 
Education. 


IN THE CHURCH SCHOOL 275 


CHAPTER XII 


PRINCIPLES AND METHODS OF DEPART- 
MENTAL ORGANIZATION 


THE young people in the church to-day should 
be recognized through an organization that is 
suited to their own particular interests and needs. 
This can be done only by separating them from 
the other age-groups in the school. The difference 
between the interests and needs of Primary or. 
Junior pupils and of adults is easily recognized. 
Usually separate rooms and programs for each are 
provided. Intermediate-age young people, how- 
ever, are frequently grouped with adults or with 
older young people. This is due not alone to a 
lack of equipment. There is a failure to appreciate 
the distinct interests, enthusiasms, needs, and 
capacities of these young people. It is imperative 
that, wherever practicable, the natural age-group- 
ings be recognized through suitable organizations 
and programs. 

The importance of organization.—In view of the 
psychological characteristics of early adolescence, 
the program for these years should be built with 
great care. The leaders of public-school education 
are focusing particular attention upon this group. 
They are conscious that something has been at 
fault in a public-school program that places young 
people of early adolescence with either those in 
the elementary grades or those in the Senior high- 


276 INTERMEDIATE METHOD 


school. The leakage from the school enrollment 
and the lack of adjustment of subjects and activ- 
ities to pupils are being recognized and made the 
basis of careful study, experimentation, and reorgan- 
ization. 

The outstanding result is the development of the 
Junior high-school movement which grows out of 
a distinct recognition of the fact that for this age 
a special school organization and curriculum ought 
to be provided. The church, too, has been suffering 
heavy losses of young life during these years. The 
great exodus of pupils after they have graduated 
from the Junior Department suggests that the 
proper organization and a sufficiently rich curricu- 
lum for this age have not been developed. 

Some of the considerations which have caused 
radical changes in public-school organization may 
be taken into account as suggestive of what should 
be the type of organization and program the church 
should build for the corresponding age-group. The 
losses of her own children should challenge the 
church to her utmost endeavor in discovering and 
adequately meeting their spiritual needs. The 
general dissatisfaction with present conditions is 
reflected in the remarks of a capable pastor of a 
large church who complained: “J do not know what 
is the matter with our church. We don’t seem to 
be getting anywhere with our young people. We 
have many organizations and programs but we 
seem to accomplish so little.”’ 


THE NEED OF EFFECTIVE ORGANIZATION 


Evidences of the need of an effective, compre- 
hensive organization for this age-group are found 


IN THE CHURCH SCHOOL 277 


in the overlapping of programs now being used, 
in the confusing appeals for loyalty, and in the 
excessive demands for leadership. 

A unified program lacking.—One of the evidences 
of defective organization is found in the existence 
of programs that compete for the loyalty and 
participation of the same group of pupils. Rela- 
tively few churches to-day have carefully planned, 
unified, and comprehensive programs of religious 
education for their Intermediates. This does not 
mean that they do not have elements of a program. 
Practically all churches have Sunday-school classes. 
Many have some kind of a more-or-less-successful 
young people’s society, unrelated to the church 
school. Some have partial programs, such as Boy 
Scouts or Camp Fire Girls, led in turn by people 
who may or may not have relation to either the 
church school classes or the devotional program. 
Many of these efforts are carried on without con- 
scious and serious effort to make them articulate 
with each other. Some churches emphasize the 
fourfold program of development, but have failed 
to understand how closely these four aspects of 
life are related to each other and how to bring the 
various activities into the unity of a complete and 

well-organized system. 

Overlapping organizations.—The lack of a unified 
program is seen in the presence of conflicting organ- 
izations. A committee of workers with young 
people was reviewing together their churches’ pro- 
grams for the high-school age. They found an 
average of eight distinct organizations in each 
church for this particular age. Each organization 
was putting forth well-meaning efforts to train 


278 INTERMEDIATE METHOD 


young people for service in the church. This 
situation is typical of a multitude of churches. 
These overlapping organizations make excessive 
appeals to leaders and youth for time, energy, 
money, talents, and leadership. Such a condition 
is unwholesome for young people and discouraging 
to leaders. It is wasteful and ineffective. Leaders 
of Intermediates are aware that they have many 
organizations but not ihe organization, that there 
are many programs but no really complete and 
adequate program. ‘They are conscious of making 
multiplied appeals to young people for loyalty. 
They find themselves physically unable to sustain 
all the organizations which are officially or semi- 
officially authorized. 

Irregular development of the program.—The sit- 
uation referred to above raises a question concerning 
the origin of these competing organizations. Each 
one came into existence to meet a certain recog- 
nized need. The church did not become aware of 
all the needs of young life at the same time, nor 
has she always met these needs as they have arisen. 
Efforts have been made within and without the 
church to provide for various details of the total 
moral and religious development of the young 
people. This has resulted in the development and 
promotion of independently planned and_ super- 
vised organizations. Now that the larger possi- 
bilities of providing a comprehensive program of 
religious education in the local church are being 
realized, the present duplication and overlapping of 
efforts is becoming very apparent. While present- 
day leaders cannot undo the past, it will be unfor- 
tunate if old loyalties and habitual ways of doing 


IN THE CHURCH SCHOOL 279 


things improperly prevent vigorous and intelligent 
efforts to effect improvement. 

Confusing appeals for loyalty.—Each program, 
each leader, and each organization to be effective 
must have the loyalties of those benefited. Inter- 
mediates are incapable of sustaining the number 
of loyalties the average church situation seeks to 
develop. The youth is asked to be loyal to his 
Sunday-school class. His enthusiastic support is 
solicited for a young people’s society. In many 
cases a department in the Sunday school is devel- 
oped without proper relation to either of these. A 
boy’s loyalties are confused if his Sunday-school 
class and an unrelated Scout troop both claim him 
for an evening, both planning independently, their 
midweek activities. 

An Intermediate superintendent in a “live” 
church slapped one of his boys on the back with 
the remark, ‘‘Remember the Intermediate Depart- 
ment banquet Friday night, Harold.” The boy’s 
face showed disappointment. 

“Why, that is the night for my Scout troop 
meeting,” he replied. 

The superintendent in turn showed surprise. 
“Why, I didn’t know you belonged to a Scout troop. 
What troop do you belong to?” 

Harold replied, ‘‘The troop that was organized 
in our church a few months ago.”’ 

The superintendent seemed to know nothing 
about its existence. 


PRINCIPLES OF DEPARTMENTAL ORGANIZATION 


Rules or principles of procedure in organizing 
young people for group activities may be formulated 


280 INTERMEDIATE METHOD 


in the light of general principles of religious educa- 
tion and also of wide practical experience. Effec- 
tive work with young people is more likely to occur 
where sound principles of departmental organiza- 
tion are being applied. Such principles are a guide 
for procedure in local situations. Conditions in 
the local churches need to be studied with reference 
to them. In most instances they constitute an 
ideal toward which to work. The following are 
some of the most important general principles of 
organization. 

Conformity to general educational program of the 
church.—This principle is supported by the theory, 
which is fundamental in the new conception of 
religious education, that the church must be sys- 
tematically and thoroughly organized for her great 
function of teaching. The ‘‘church school’ should 
mean the church at school, the church expressing 
itself in its educational ministry. The entire church 
should be organized in harmony with a general 
plan. The committee on education or the church- 
school board should determine upon definite educa- 
tional policies and principles for each of the age- 
groups. Each of the subdivisions of the church or 
of the school should be under the general direction 
and control of this governing body. 

General educational policies of the church deter- 
mined by a committee will eliminate much of the 
confusion of organizations and programs for the 
Intermediate age. These policies should lead to 
a thorough understanding of the proper relation 
of the Boy Scouts and all similar extra-church pro- 
grams to the Intermediate-Department class and 
devotional program. The relation of the Inter- 


ioe THE CHURCH SCHOOL 281 


mediate One people’s society to the group of 
young people, meeting in one form or another on 
Sunday morning, should be determined by the 
policies and principles formulated by this central 
committee. These policies should be supplemented, 
of course, by the counsel of those who are in imme- 
diate contact with the young people as teachers 
and leaders and by the action of the young people 
themselves. 

If the Boy Scout activities, for instance, are to 
enter into the program of the church, they ought 
to be adopted by deliberate and intelligent action 
and be vigorously promoted by the committee on 
education. They should not be permitted indiffer- 
ently to come into the church merely because of 
the enthusiasm and persistence of some Scout 
executive or other leader. If an Intermediate 
Christian Endeavor Society or Epworth League is 
to function in the church, what reason can be dis- 
covered for its functioning as a religious educational 
agency in the lives of Intermediates wholly apart 
from and unrelated to the general program of 
education as outlined by a church school board 
or church committee on education? ‘The thorough 
application of this first principle will lay the basis 
for the application of the second principle of organ- 
ization. 

One inclusive organization for the early adoles- 
cents.—It should embrace in its membership all 
the boys and girls of this age in the entire church 
constituency. This should represent a cross-section 
of the life and membership of the church with one 
complete program administered by one unit of 
organization. This form of organization would not 


282 INTERMEDIATE METHOD 


make impossible subdivisions of the group into 
smaller units of specialized activity. Such organ- 
izations as a Boy Scout troop, a Sunday-school 
class, an Intermediate young people’s society, or a 
missionary circle would have to reconstitute their 
organizations so as to conform to this principle 
of unity. It would provide that all these sub- 
divisions should be integral parts of one compre- 
hensive program and of the one inclusive organ- 
ization. It would mean that proper correlation 
would have to be effected between the different 
units which are now operating separately, and that 
they would be operated in harmony with this ideal 
of unity and comprehensiveness. 

This principle points the way in which the best 
leadership of the denominational and interdenom- 
inational groups are directing their study and 
experimentation. ‘The International Lesson Com- 
mittee, the Young People’s Department of the 
International Council of Religious Education, and 
several denominational boards are now engaged 
upon the task of building one complete church- 
centered program of religious education for youth. 
The “California League of Youth’ first developed 
under the direction of the Southern California Con- 
gregational Conference, and the Comprehensive 
Program developed by the Board of Christian 
Education of the Presbyterian Church are conspic- 
uous examples of programs now in operation in 
denominational groups. These programs call for 
the unification of all the various types or units of 
organization into one inclusive organization for 
each of the three adolescent age-groups. As these 


1Simons, George T., The California League of Youth, The Pilgrim Press, 1925. 


IN THE CHURCH SCHOOL 283 


ideals take definite form, local leaders of Inter- 
mediates should set themselves to the task of making 
whatever adjustments are possible looking toward 
the inauguration of such a completely integrated 
program. 

Pupil officers and pupil leadership.—No organ- 
ization of young people which is paternalistic or 
which does not provide that a large share of the 
leadership responsibility shall be assumed by the 
young people themselves, can be permanently 
successful. The best responses come from young 
people when they are presented with concrete 
opportunities to assume definite responsibilities. 
Young people have been most loyal in the past 
to those organizations which have belonged to them 
and for the success of which they have felt direct 
responsibility. No other organization and program 
in the church has commanded the loyalty of young 
people as have the young people’s devotional 
societies. This has been primarily because the 
organization has belonged to the young people, they 
have officered it, have planned its program, and in 
normal situations have felt the entire responsibility 
for its success. It has been characterized by failure 
in many cases because those who have outgrown 
the society in age, needs, and interests have per- 
sisted in retaining membership and leadership. 

It will be difficult to secure the full loyalty of 
the entire group of Intermediates in the church to 
a department until they are led to build, officer, 
and direct an organization of their own, an Inter- 
mediate Department of the church. Most of the 
Intermediate-age boys and girls in the life of the 
church are to be found in the Sunday school. As 


284 INTERMEDIATE METHOD 


long as they are there without this provision of 
organization, a vital part of their preparation for 
eficient church membership and _ social living 
is thereby being omitted. Young people of 
Intermediate age need the experience which is 
provided in directing the affairs of their own 
organization. They need to feel the weight of 
properly placed responsibility. The Intermediate- 
Department organization and program should pro- 
vide actual life situations of leadership, responsibilities 
and service to its members. It should not be so 
much a preparation for something yet to come as 
the provision for a present developmental expe- 
rience. ‘This experience calls for the opportunity 
to control ‘‘their own church,’ making their own 
mistakes and achieving their own successes. 

Proper adult supervision.—This principle may 
seem somewhat in conflict with the one previously 
discussed. The two, however, are not incom- 
patible. In fact, the proper organization of the 
department cannot be effected without either. 
Young people of this age are not grown men and 
women. ‘They are lacking in judgment, foresight, 
control, and experience. They may easily and 
unintentionally wreck their own craft in the very 
earnestness of their effort to steer it. Many pastors 
and churches have grown skeptical and dubious 
regarding organizing this age because of the apparent 
inability of’ these young people “to behave them- 
selves,” because of their unbalanced judgment, 
unchecked enthusiasm, impractical idealisms, and 
the crudity of many of their social efforts. What 
is needed in these perfectly natural conditions is the 
presence and leadership of tactful, adult counselors. 


IN THE CHURCH SCHOOL 285 


Intermediates require close, intelligent, and sym- 
pathetic supervision. The younger and less expe- 
rienced they are, the more they need this helpful 
contact with an adult. This adult should be more 
than a formal leader. ‘‘Counselor,” ‘‘friend,”’ and 
“adviser,” are terms that more accurately describe 
the relationship which should exist. As young 
people move through adolescence the kind of super- 
vision will change with each advancing year. The 
leader who endeavors. to work with young people 
fourteen years of age, using exactly the same meth- 
ods employed when those same young people were 
twelve, will be apt to experience difficulty. 

The problem faced at this point is that of deter- 
mining the exact degree of external control and 
guidance that should be exercised. Intermediates 
should not be robbed of their initiative and enthusi- 
asm. On the other hand, these very assets, unguided 
and unrestrained, may easily cause them to be 
obnoxious to the rest of the church and an embar- 
rassment to themselves. Whatever form the organ- 
ization shall take, provision should be made for 
practical, resourceful, and sympathetic adult super- 
vision. 

Democracy in form and operation.—This principle 
represents a spirit which should characterize the 
whole project. The whole-hearted cooperation of 
all the young people should be secured. The Inter- 
mediate-Department organization should reflect the 
best ideas and wishes of all members as well as 
those of adult leaders. This principle emphasizes 
again the value and necessity of provision for pupil 
officers and leadership. It makes provision for the 
full voice of the young people. Decisions made 


286 INTERMEDIATE METHOD 


should represent the combined judgment of leaders 
and members of the department. It may seem 
much easier at times for leaders without consulting 
the pupils to make the decisions and to choose 
methods of action. But this is not the way of 
pupil development. Arbitrariness, dictation, dom- 
ination are less effective than confidence, coopera- 
tion, and the democratic vote in bringing about 
proper development and successful organization. 

Organization a means rather than an end.—The 
aim of work with all young people is the develop- 
ment of life. All factors, whether in the field of 
organization or of program activities, should serve 
as means to the achievement of that objective. 
An organization or program has no _ justification 
save the contribution it makes to this end. The 
final test is not how perfectly is the organization 
set up or how smoothly does it run, but just this, 
How does it aid in the complete development of 
youth? Even the most successful organization 
should be studied frequently in the light of its 
objectives and be judged from the standpoint of 
its actual product. 

The ill-effects of tradition and custom in church 
life are frequently seen in slavish devotion to past 
ways of doing things. ‘There is a tendency to 
promote an organization or a program for its own 
sake, making it an end in itself rather than a means 
to a worthy end. All too frequently attention is 
fixed upon the machinery. Having served a sacred 
purpose, it tends to become sacrosanct. Religious 
leaders are apt to be concerned too much with 
agencies and means. Those in charge should compel 
themselves constantly to evaluate the results of 





IN THE CHURCH SCHOOL 287 


their efforts and if necessary to revise the machinery 
by which these efforts are to be made more effec- 
tive. 


THE INTERMEDIATE DEPARTMENT OF THE CHURCH 


A consciousness of overorganization and con- 
fusion in existing programs should suggest to local 
leaders the importance of discovering and applying 
suitable and effective methods of organization. In 
this day of efficiency, the church can no longer 
tolerate the ineffectiveness of organizations which 
have no definite function or which have outgrown 
their usefulness. Certainly, no new form of organ- 
ization should be set up that means simply one 
more piece of machinery. Because of the many 
practical problems that inhere in the present sit- 
uation, the methods by which the number of organ- 
izations in the local church may be lessened and 
greater efficiency secured need to be studied care- 
fully” 

Certain principles of organization have been sug- 
gested to guide workers in reorganization and further 
development of their work. The attempt should 
be made to apply these to the local situation what- 
ever its peculiar conditions may be. Doubtless not 
all of these principles will be found to be equally 
valuable and immediately applicable to many local 
churches. But they point in the direction of the 
permanent improvement of the existing situation. 
Successful efforts to organize or reorganize Inter- 
mediate work will mean such gradual application 
of these principles as can be made from time to 
time. 

Methods of organization.—Practical efforts to 


288 INTERMEDIATE METHOD 


provide departmental organization for Intermedi- 
ates according to the principles suggested are 
resulting in several methods of organizing Inter- 
mediate young people. The application of all the 
principles would lead immediately to a form of 
organization which would provide early adolescent 
life in the church with one inclusive organization, 
an Intermediate Depariment of the church. It might 
correctly be called “‘the Intermediate church.” It 
provides for the complete church experience of 
the pupils of Intermediate age in the church. It 
should build one comprehensive, unified program of 
religious education for this constituency. All the 
activities touching their lives would be under the 
direction of one central committee or council of 
the department. 

A separate depariment in the church school, built 
for the most part in harmony with the principles 
suggested, represents an immediate possibility for 
many churches. The prevalent type of organiza- 
tion, where definite organization has occurred, is 
that of a department meeting separately at the 
Sunday-school hour. In some cases it functions 
also in providing and supervising service and 
recreational activities. Wherever this type of 
organization has been established it represents 
substantial advance. 

Again, various methods of correlating the different 
existing organizations may be used to improve the 
local situation in the interests of better working 
conditions. Efforts at correlation represent widely 
varying attempts to bring about more wholesome 
and effective organization and administration of 
the Intermediate program. This has occurred in 


IN THE CHURCH SCHOOL 289 


many local churches throughout the country. It 
is occurring also on the part of denominational 
educational boards and with other supervisory 
agencies in the fields. But at best, a correlated 
program cannot be considered as an adequate 
substitute for one that is a unit. 

How to organize the Intermediate Department. 
—It is unnecessary to think in terms of a highly 
complex organization scheme. A relatively simple 
organization will suffice, at least, to begin with. 
The nature and extent of the program which is 
actually developed will determine the final form 
and scope of organization. It will be well to have 
in mind, however, at the very beginning the major 
lines of activity represented in a broad and bal- 
anced program and to create such a skeletal organ- 
ization as will be capable of sustaining the full 
program when it is under way. The following 
items are essential to a well-organized Intermediate 
Department. 

Membership.—The membership of the Inter- 
mediate Department of the church should include 
all early adolescent young people who are in the 
constituency of the church. It should represent 
the entire cross-section of life at this age, in the 
church. It naturally includes all who are members 
of Intermediate classes. Its membership should 
include those participating in clubs or midweek 
activities in the church. The arbitrary forming 
of smaller groups, making necessary the signing 
of a pledge or formal subscription to certain 
specified forms of allegiance, may easily prevent 
some young people from sharing in the benefits 
of the complete program. The effort should be 


290 INTERMEDIATE METHOD 


made to secure participation on the part of all 
the young people in the church life in the full 
range of activities provided. Flexibility in chron- 
ological age limits should be provided. The mental 
and social rather than the physical or chronological 
age should determine membership. 

The governing body.—A proper grouping of 
leaders and the definite placing of authority and 
responsibility are essential to success in any organ- 
ization. The responsibility for the department and 
the leadership of it will be assumed by two bodies. 
The Intermediate Department should operate under 
the general direction of the church committee on 
education. Detailed supervision should be given 
by the Intermediate council. 

The Intermediate council.—Self-direction should 
be provided through the creation of an Intermediate 
council. This council may be formed in a number 
of ways. But the nucleus of its membership will 
doubtless always be representatives from the various 
classes. In the average church, there are more 
Intermediate young people in classes on Sunday 
than come together in any other activity during 
the week. It will be found advisable to begin with 
this group, especially in the small school. The 
teacher and one or more representatives from each 
class may form the organizing center. To this 
group may be added others who sustain special 
relationships to the Intermediate group. These 
might well include the officers elected by the coun- 
cil, the adult adviser or department superintendent, 
the pastor, and leaders in midweek activities. 
Leaders of any specialized programs which include 
members of the department, but which are not 


IN THE CHURCH SCHOOL 291 


fully correlated with it, such as Boy Scouts, Camp 
Fire Girls, etc., should be included. 

This council should be responsible for outlining 
the entire program of activities to be carried on by 
the department. The policies and plans of the 
church committee on education should be _ pre- 
sented to it. It is essential that there be thorough 
understanding and full cooperation between these 
two groups. Dictation from the one and strong- 
headedness upon the part of the other may easily 
result in discord and inefficiency. The council 
may well care for such business as does not require 
action by the entire group. For this and other 
purposes it should meet frequently and regularly. 
The enthusiasm and faithfulness of these officers 
will determine to a large extent the success of the 
department. The council can be made an un- 
usually valuable means of training leaders and 
providing young people with helpful experiences in 
cooperation with such other people as it deems 
best. The main consideration in every case is to 
keep the council a sufficiently small unit of 
cooperative effort to be effective in its leader- 
ship. | 

Department officers.—The council or the depart- 
ment should elect from among their number 
a president, a vice-president, a secretary, and a 
treasurer. The usual duties of these offices should 
be assumed by these officers. They should work 
in close cooperation with and under the careful 
supervision of the adult counselor. 

Frequent change of officers has proven to be 
preferable to a long term of service. This will not 
only provide a means of removing ineffective 


We 
292 INTERMEDIATE METHOD 


leaders but also will provide training and experience 
for a larger number. A term of office of three to 
six months’ duration with the possibility of reelec- 
tion should be provided. One purpose of this 
frequent rotation is the discovery as well as the 
training of leaders. 

Committees.—The full program of activity can 
best be carried forward through certain committees. 
The importance of the proper formation and func- 
tioning of committees cannot be overemphasized. 
In every organization, a considerable amount of 
work is assigned to and accomplished by commit- 
tees. Intermediates should learn during these 
years, for the first time perhaps, how to work 
together for the accomplishment of specific tasks 
and what it means to assume and discharge respon- 
sibility. They should learn that the work is not 
necessarily done when the committee has been 
appointed. Hence, it is of great importance that 
their initial experience in committee work be such 
as to train them in faithfulness and efficiency. 

Only such standing committees should be main- 
tained as represent real tasks, and then such 
frequent change should be made in committee 
personnel as will bring fresh enthusiasm and energy 
to the work. ‘Temporary committees should be 
formed only when something definite and worth- 
while is to be done. It is very important that the 
committee perform its duty faithfully and promptly 
and then be publicly discharged rather than that 
the beginning and end of its work should be care- 
lessly passed by. The specific duties and extent of 
responsibility should be carefully explained, with 
attention given to every detail. 


EE 


IN THE CHURCH SCHOOL 293 


The following standing committees, at least, will 
be required to carry forward the full program: | 

(1) Devotional. The duties of this committee 
include the supervision of the opening worship 
service in the morning session of the school, the 
evening devotional young people’s service, if such 
is desired, attendance of young people upon the 
regular church services of worship, and the pro- 
motion of class and personal devotions. It is 
through this committee that a definite department 
or church policy with respect to the entire worship 
program for Intermediates should be correlated. 

(2) Membership. This committee will care for 
such items as membership campaigns, follow-up of 
absentees, and publicity. Even though the depart- 
ment be formed to include all young people in its 
membership, this committee will face the task of 
developing many of these young people from 
nominal into active membership in the group 
life. 

(3) Soctal. The full range of social activities of 
the group will be directed by this committee. A 
live, resourceful committee can make a splendid 
contribution to the group life in providing a varied 
and appealing program of social activities. A good 
- deal of the social life during these years will be 
provided in segregated age groupings in connection 
with the recreational programs. 

(4) Service. This committee will provide such 
activities as afford practical opportunities for the 
expression of a vital spirit of service. It should 
promote among the members of the department a 
real program of practical Christian service in the 
home, the church, the community and the world. 


204 INTERMEDIATE METHOD 


Its members should be instrumental in stimulating 
personal and class service activities. » 

(s) Recreation. This committee faces a most 
difficult and important task in most churches. If 
no sentiment for a recreational program has been 
developed, this committee should undertake the 
task of creating interest and support to a worth- 
while program. If a number of specialized recre- 
ational programs have been launched in the church, 
this committee faces the difficult task of securing 
careful unification of these programs and organiza- 
tions with the department program and bringing 
them into full alignment with the other activities 
of the group. It should also strive to enlist every 
Intermediate in some form of suitable midweek, 
recreational activity. Its duties should include the 
promotion of interchurch athletics for Intermediates. 

(6) Executive. If the council is large, it may be 
advisable to form an executive committee. This 
committee should be composed of the officers of 
the council, the chairmen of the regular committees, 
the adult counselor, and any others who will make 
the committee representative of the major activ- 
ities carried on by the council. It should meet 
frequently and care for matters that do not require 
department or council action. 

The number and function of these committees 
should be carefully adapted to meet local condi- 
tions and needs. Two things should be constantly 
borne in mind. A democratic spirit should charac- 
terize the planning and execution of the program. 
And, again, it should be remembered that these 
activities constitute the real church life and expe- 
rience of these young people. The program should 


IN THE CHURCH SCHOOL 295 


be real, worthwhile, and challenging, both as a 
training for service in the church to-morrow and 
as a present satisfying experience in religious 
activity. 

Methods of correlation.—The practical necessity 
of effecting unification and correlation of present 
methods of work with Intermediates will scarcely 
be questioned. The present situation in many 
churches demands very immediate and careful 
attention. It presents an unusual opportunity for 
organizing the Intermediate life of a church on an 
educationally sound basis. ‘The existing organiza- 
tions, loyalties, and leadership will have to be taken 
seriously into account. To a large extent they 
determine the actual mode of procedure in each 
local church. An immediate approach, however, 
can be made to practically any local situation. 
Efforts to unify must begin with conditions as they are. 

All correlation and unification of organizations 
should grow out of common agreement with respect 
to what are the aims, materials, and methods of 
a comprehensive program. Program unification pre- 
cedes organization unification. Before anything is 
attempted there should be a clear understanding 
of the purpose and method of such initial correla- 
tion as is considered possible. In most cases it 
will be necessary to move forward only as rapidly 
as it is possible to educate and build sentiment 
among the leaders and young people. The key 
leaders, especially, should be consulted and care- 
fully trained. A redistribution of responsibility 
can usually be effected without losing any leadership 
or other personal resources. 

Unification through the committee on education. 


2096 INTERMEDIATE METHOD 


—If the church committee on education really 
functions, it has a unique part to play in bringing 
about the desired unification. This committee 
surveys the life of this group as a whole. It plans 
the complete program of religious education for 
each age-group. ‘The committee, in spite of some 
overlapping and competition among organizations, 
may plan the program so that each individual 
pupil will have ample opportunity to share in all 
activities and experiences that constitute a com- 
plete program. Such matters as the building of 
a church-school department, the creating of an 
Intermediate devotional society, the development 
of an adequate social-recreation program, all should 
come under the purview of this committee. It 
should strive to harmonize them into a unified 
program having distinct but complementary ele- 
ments. The major elements in the full program 
should be determined and controlled by this com- 
mittee, leaving as much details as possible to be 
cared for by the pupils themselves. 

Cooperation of leaders.—No effective unification 
can be secured without the mutual cooperation of 
leaders. Programs do not run themselves. A paper 
program may or may not have real value, depend- 
ing upon the attitude of leaders toward it. Two 
groups of leaders are involved here. First, the 
leaders of national organizations and denomina- 
tional boards are sensing the practical necessity of 
conference and cooperation. ‘The general dissatis- 
faction in the field and the challenge of the needs 
of the young people are demanding action on the 
part of these leaders. Second, leaders who are in 
immediate contact with the young people as teach- 


IN THE CHURCH SCHOOL 207 


ers, guardians, Scout masters, or counselors, by 
forming themselves into a conference group for 
study and experimentation, can achieve splendid 
results. 

The programs of classes, the department, the 
Intermediate League or Endeavor, the missionary 
societies, and the recreational groups can thus be 
carefully compared and their respective functions 
studied. A group, meeting in this capacity, and 
with an understanding of a comprehensive program, 
will very soon discover some of the defects of the 
present situation and will be able to apply some 
corrective measures. 


For further study: 


1. Make a survey of the organizations in your 
local church that include Intermediates to 
discover weaknesses in the present situation. 
How many officers and committee-men are 
needed in a non-correlated program? 

2. How does this compare with the total enroll- 
ment? 

3. How can class and department programs be 
brought into closer harmony? 

4. If Intermediate young people have a _ well- 
organized department, should a separate and 
distinct devotional society be maintained? 
Give reasons. 

5. Suggest means of effecting unification in your 
own church. 

6. Outline the full duties of department com- 
mittees. 

7. What relations are Intermediates capable of 


298 INTERMEDIATE METHOD 


sustaining with larger groups, city, county, | 
and State groups of young people? 


For further reading: 


Maus, Cynthia Pearl, Youth and the Church. 

Maus, Cynthia Pearl, Youth Organized for Reli- 
gious Education. 

Harris, Hugh Henry, The Organization and Admin- 
istration of the Intermediate Depariment. 

Shaver, E. L., Teaching Adolescents in the Church 
School. 

Alexander, John L., The Rt Ca Division Organ- 
ized for Serie 

Stout, John E. Organization and Adminisiration 
of Ree Education. 

Simons, George T., The California League of 
Youth. : 

Denominational Sunday School Boards usually 

publish helpful pamphlets on organization. 


PART IV 


ADULT LEADERSHIP 


PANE 





CHAPTER XIII 
THE ADULT LEADER HIMSELF 


THE church faces the challenge of providing a 
masterful leadership for her Intermediate-age con- 
stituency. A leadership is required that is capable 
of building and administering an adequate Inter- © 
mediate-church-school program. The finest char- 
acter traits will need to be combined with definite 
skills in those who are to sustain intimate contact 
with early adolescents. To provide such a leader- 
ship it will be necessary for the church to be on 
the alert to discover, enlist, and train an increasing 
number of men and women for this significant task. 


THE NEED OF ADULT LEADERS 


As the local churches undertake to develop dis- 
tinct Intermediate programs, the quality, and in 
many instances, the number of teachers, coun- 
selors, or midweek leaders will need to be improved 
or increased. The diversity of skills and talents 
which will be required is suggested by the variety 
-and number of activities embraced in the program. 
Only men and women of strong personal faith in 
Christ and deep loyalty to the church will be able 
to build and administer a Christ-centered, church- 
centered program for these young people. 

Programs and organizations useless without lead- 
ers.—The success of the church in building a strong, 
comprehensive program of moral and religious 

301 


302 INTERMEDIATE METHOD 


education will depend, in the last analysis, upon 
the kind of leadership which is enlisted and trained. 
The most carefully built organization will be prac- 
tically useless unless trained and interested leaders 
are secured to make its operation effective. The 
best of programs possess no power of self-direction. 
In fact, there are no programs or organizations 
where there are no leaders. Programs are the 
result of the vision and skill of leaders applied to 
local situations. The ideal for the Intermediate 
church school is both well developed programs and 
capable and devoted leaders. 

The interests and loyalties of early adolescents 
naturally gather about personalities. In the ma- 
jority of cases where a comprehensive program has 
been created or a strong organization developed, 
some outstanding personality has been at the heart 
of it. Its life and character revolve about this 
person. This has been the case in many instances 
when noticeable results have been achieved and 
where, at the beginning, practically no organization 
has existed. The magnetic personality of Jesus 
outranked in importance any program or semblance 
of organization he created for his twelve disciples. ° 

There are, however, certain dangers to be guarded 
against where devotion and loyalty of young people 
center so completely in the personality of the 
leader. The young people are soon to pass from 
this period of spontaneous hero worship. They 
will outgrow many of the group relationships charac- 
teristic of these years. It is highly important that 
the leader be wise and efficient in gradually trans- 
ferring the loyalty of his group from himself to the 
larger organization which he may have developed 





IN THE CHURCH SCHOOL 303 


or of which his unit is a part and to the cause which 
he has championed. In this way all that has been 
gained will be conserved for the more permanent 
interests that are coming into the life. 

The value of personal contacts with leaders.— 
Ideals and truths make little appeal in abstract 
form. But they are made vivid and attractive when 
embodied in the personality and conduct of some 
individual. It was only when the personality of 
God was incarnated in the life and work of Jesus 
that men came most fully to understand the Father’s 
will and love. Intermediates long to see truth, 
ideals, and motives expressed in conduct and in 
the characters of those in their environment. In 
this fact is to be found one of the most significant 
aspects of religious education for this age. The 
influence and power of personality may easily out- 
weigh all other factors in effecting moral and reli- 
gious growth. In character education there is no 
substitute for masterful and attractive leaders. 

The extent and effectiveness of the religious 
training of young people, when poor equipment and 
ineffective materials have characterized the pro- 
gram, suggest the relative value of leaders. If 
trained workers are employed, they will improve 
the teaching facilities and build effective programs. 
The primary factor in the apparently hopeless 
situation of the past has been the personal influ- 
ence of leaders. The response of young life to 
some untrained, possibly illiterate person, who 
nevertheless possessed a magnetic and wholesome 
personality, is well known. 

The outstanding factors in the religious develop- 
ment of the twelve disciples whom Jesus chose 


304 INTERMEDIATE METHOD 


to work with him were the daily companionship 
with the Master, the intimate fellowship sustained, 
the concrete demonstration in his life of his ideals 
and teachings, the mysterious influence his per- 
sonality exerted. Without in any sense minimizing 
the importance of Jesus’ sermons and discussions, it 
may be safely contended that these twelve ordinary, 
provincial, religiously inexperienced, and frequently 
self-centered men were transformed into soul- 
winning, kingdom-building apostles because of the 
personal contacts they sustained with this match- 
less Leader during three short years. 

Conditions are most favorable for securing moral 
and religious growth in the intimacy of a class 
circle, in the fellowship of the campfire side, in the 
quiet of a devotional hour, when the mind is open, 
the heart is responsive, and the whole nature of 
the young person is aglow with affection for a 
leader. Here will be found the supreme opportunity 
of the educator to mold character and to shape 
life destinies. } 

Diversity of leadership abilities required.—The 
leadership abilities and skills demanded will be as 
diversified as the range of activities embraced in 
the comprehensive program. The ideal leader is 
one who can “‘be all things to all’’ of his pupils. 
The limitations of personality, abilities and time, 
and the broad range of the program activities fre- 
quently make the realization of this ideal im- 
possible. A review of the program outlined in the 
foregoing chapters will suggest the variety of 
leadership skill required. 

Men and women will be needed who have a genius 
for leading Intermediates in the formation of effi- 





IN THE CHURCH SCHOOL 305 


cient, pupil-officered organizations. Young people 
need to be inspired to carry on intelligent and 
continuous cooperation in building and administer- 
ing their own programs on Sunday and during the 
week. Mature leaders will be called upon to inter- 
pret by precept and example the truth of the Bible 
and to reveal the Christian way of life. Those 
who understand the art of worship will be priv- 
ileged to lead these young people into the mysteries 
and sacred joys of fellowship with the Divine Spirit. 
The church will be taxed to her utmost to provide 
a leadership for the wide range of activities included 
in the modern program of supervised leisure-time 
pursuits. 


QUALITIES OF LEADERSHIP 


Because of the significance of the personal con- 
tacts leaders sustain with these young people, the 
most attractive and dynamic personalities should 
be enlisted. The church as an institution can be 
conserved and perpetuated only as she provides 
the right kind of leadership for those who are just 
entering into her membership. In the interest of 
enlisting the permanent loyalty of these young 
people, the church cannot afford to appoint less 
than her most representative workers for this task. 
The leadership which the church provides will need 
to compare favorably with the best men and women 
with whom early adolescents are sustaining con- 
tacts in other important relationships. 

Basic requirements.—Leaders of Intermediates 
should be spiritually dynamic, able so to interpret 
religion in their own lives as to make it attractive 
to the young people. They should possess those 


306 INTERMEDIATE METHOD 


qualities which make them heroes in the estimation 
of their young associates. Enthusiasm, radiancy of 
health, optimism of spirit, and faith in God and 
in the goodness of the world will always appeal 
to early adolescents. 

Men and women who are outstanding leaders in 
their respective occupations supply added attrac- 
tiveness to the kind of religious living for which 
they stand. The secretary of one of the largest 
automobile manufacturing concerns in America is 
the enthusiastic superintendent of an Intermediate 
Department in a certain church. He is putting all 
of his executive skill, his force of personality, and 
his abilities of leadership into that department. 
Such a leader is a constant inspiration and chal- 
lenge to the members of that department. 

Scientific procedure is coming more and more 
to characterize business concerns and public schools 
in the solving of their personnel problems. Score 
cards are being devised for rating the personalities 
and abilities of teachers.’ These scales emphasize 
such important factors as native ability, personal 
equipment, social attitudes, attitudes toward their 
work, interest in pupils, scholarship and specific 
preparation, ability to manage pupils and to secure 
wholesome reactions from them. Each of these 
requirements can be analyzed in detail. Charts 
can be secured whereby a leader can analyze him- 
self with respect to abilities and desirable and 
undesirable character traits.” 

1 Betts, ores Herbert, and Hawthorne, Marion, Method in Teaching Religion, 
1925, Chapter X. 

Boyce, A. C., Methods of Measuring Teachers’ Efficiency, Fourteenth Year Book 
of the National "Society for the Study of Education, p. 45. 


2 Character Education Methods, Iowa Plan, pp. 388. 
Betts, George Herbert, How to Teach Religion, pp. 19-21, The Abingdon Press. 





IN THE CHURCH SCHOOL 307 


Such scientific procedure applied to the selection 
and placing of religious leaders will greatly assist 
the church in securing an adequate leadership. The 
value of placing a carefully developed scale or 
outline of desirable character traits, of qualities 
and skills necessary to effective leadership, into the 
hands of workers and prospective leaders can hardly 
be over-estimated. They will set ideals and prac- 
tical objectives before all workers by which they 
may work toward constant improvement of abili- 
ties and the enrichment of personalities. They will 
enable pastors, superintendents and supervisors to 
make selections and assignments with greater intel- 
ligence and effectiveness. 

Character traits that appeal to Intermediates.— 
The responsiveness of Intermediate young people 
to personal qualities of their leaders suggests the 
importance of a knowledge of the personal qual- 
ities and character traits that appeal to young 
people. Character traits, in part at least, are 
acquired by training and cultivation. A knowledge 
of those that are desirable will enable the individual 
worker to strive more intelligently for personal 
development. 

Irving King, in The High School Age, presents a 
very suggestive list of personal qualities and charac- 
teristics in teachers which appeal strongly to high- 
school students.* Practically all observant and 
experienced leaders of early adolescents will agree 
that those suggested in this list appeal to the aver- 
age Intermediate. The personal qualities that 
appealed most to boys were the following and in 


8 King, Irving, The High School Age, pp. 143-144, Bobbs-Merrill Company, 1916. 
Used by permission. 


308 INTERMEDIATE METHOD” 


the order named: well-poised and not easily ex- 
cited, pleasant in class and enjoys fun, young, 
dressed neatly and becomingly, dignified, sincere. 
With girls the following were of first importance: 
enjoys fun and pleasant in class, well-poised and 
not easily excited, dressed neatly and becomingly, 
dignified, and sincere. While the order of prefer- 
ence is slightly different with the two sexes, yet 
this list indicates beyond a doubt some of the 
outstanding personal qualities which appeal strongly 
to early adolescents. 

While these traits are concerned primarily with 
high-school teachers, yet they suggest many of the 
qualities and ideals of leadership most appreciated 
by the young people who are in the church. These 
lists include character traits and qualities without 
which church-school leaders cannot be fully suc- 
cessful. Nothing less than strong and vigorous 
manhood and winsome, wholesome womanhood are 
suggested by these traits of character. Practically 
all the characteristics and qualities listed, fortu- 
nately, may be acquired or developed through train- 
ing and personal cultivation. Just as truly, leaders 
need to know that the opposite of most of these 
traits are highly undesirable in leaders of Interme- 
diates. Such traits as snobbishness, sarcasm, sour- 
ness, partiality, impatience, lack of poise and self- 
control, egotism, superficiality, and insincerity will 
greatly handicap any leader in his work with boys 
and girls of this age. 

What the church requires of her leaders.— 
There are certain minimum requirements which 
the church will need to insist upon in recruiting 
and placing leaders. The first and primary essential 


IN THE CHURCH SCHOOL _ 309 


is a personal faith in Jesus Christ. Supreme loyalty 
to the Head of the church is an indispensable require- 
ment of one who would seek to relate young people 
to the church. Unless the leader has found in 
Christ a Friend, Helper, and Saviour, he will not 
be able adequately to inspire young people to look 
to Christ for help and guidance. It is an axiom 
in education that a teacher cannot lead his pupils 
more deeply into a subject than he himself has 
penetrated. There is no substitute in a leader of 
early adolescents for a strong personal faith in 
Jesus Christ. 

Leaders of youth should also possess a belief in 
the mission of the church to society. In this day 
when young people are indulging in open, and 
sometimes unthinking, criticism of the historic 
institution of Christianity, it is exceedingly impor- 
tant that they be led by men and women who have 
clear insight into and strong convictions regarding 
the place and function of the church in modern 
society. Loyalty begets loyalty. The attitude of 
leaders toward the church is of significance also 
because early adolescents are at a period in their 
development when the desire to assume definite 
relationships with organizations and institutions is 
relatively strong. They should be inspired by their 
leaders to a love of the church and to a lifelong 
loyalty to her interests and program. 

It is in the interest of meeting these two require- 
ments—faith in Jesus Christ and loyalty to the 
church—that church leaders are finding it necessary 
to think and plan in terms of a Christ-centered, 
church-centered program for the youth of the 
church. Activities and motives need to be har- 


. 
Ny 


310 INTERMEDIATE METHOD 


monized. This can occur only as the leadership is 
both skillful and motivated by the highest loyal- 
ties. A Christ-centered social and _ recreational 
program requires a leadership that is loyal to Christ. 

The church should also be concerned that the 
leaders of her youth have some conception of the 
kingdom-of-God ideal for society. Vexing social 
problems are forcing themselves upon the attention 
of thinking men and women. Teachers and coun- 
selors of Intermediates can train the oncoming 
generation aright only as they come to possess an 
adequate understanding of the nature, ideals, objec- 
tives, and methods involved in the realization of the 
kingdom of God in the life of present-day society. 

Problems of race, industrial injustice, religious 
prejudice, social inequalities, and war will enter 
into the broad curriculum of religious education 
for youth. Their solution can be realized only as 
the ideals and teachings of Jesus are fully under- 
stood and effectively applied to society. Teachers 
and leaders are needed who are mastered by the 
conviction that only in building the kingdom of 
heaven upon earth can men and society be saved. 
The hearty enlistment of early adolescents in some 
of the more elementary phases of this sublime 
project is one of the outstanding objectives of 
leadership of Intermediates. 


ENLISTING AND TRAINING LEADERS 


How may the church develop an effective method 
of discovering leadership and preparing that leader- 
ship for service in the Intermediate church school? 
Two answers are suggested, namely, (1) systematic 
recruiting and (2) adequate training. 





IN THE CHURCH SCHOOL Et 


Systematic recruiting meeded.—No successful 
business concern, knowing in advance its personnel 
needs, would be as careless and inefficient in plan- 
ning to meet those needs as the church has been 
with respect to her leadership needs. A sufficient 
number of capable and trained leaders will be 
secured only as the church carries forward con- 
stantly a systematic program of recruiting. Leaders 
are not going to spring full-blown into the program 
from some mysterious source. Few churches have 
ever been embarrassed by an oversupply of trained 
and willing workers. The opposite is the experience 
of the majority. A definite plan of recruiting is an 
essential in securing the leadership personnel re- 
quired. Such organizations as the Boy Scouts, 
the Y. M. C. A. and others have demonstrated the 
necessity of and possibilities of systematic work 
along this line. 

Sources of leadership.—The question naturally 
arises, Where are leaders to be found? Every 
available source of supply will need to be canvassed. 
A church has taken the first step in the solution 
of the problem when she has come to regard her 
own constituency as the major field of recruiting. 
Within most local churches are to be found talented 
and capable men and women who simply have not 
been discovered. One of the tragedies in church 
work and Kingdom building lies in the fact that 
such a vast amount of latent ability and potential 
leadership skill is not used because of the church’s 
failure, through systematic searching, to discover 
it and to enlist in service those possessing it. 

In a certain church a pastor had fastened a large 
chart to the walls of his study. It covered the four 


312 INTERMEDIATE METHOD 


sides of the room. On this chart were being entered 
the names of the entire adult constituency of that 
particular church. The types of activity requiring 
volunteer service in the church’s program were 
listed on the chart. Each person was being placed 
with respect to the pastor’s conception of that 
person’s ability to render service. Such a pro- 
cedure suggests the thoroughness with which a local 
church membership may be canvassed to discover 
the possible leadership for the Intermediate Depart- 
ment. The entire constituency should be sifted 
in the effort to secure the best available leader- 
ship. 

As the local field is canvassed, certain classes of 
people will stand out as possessing unusual possi- 
bilities for leadership. Among these will be those 
whose strength of personality and sheer native 
ability prompt the recruiting committee to approach 
them with the suggestion that they take training 
and enlist in service. There will also be found in 
most churches those who are or have been teachers 
in the corresponding grades in the public school. 
These people usually have a degree of training and 
experience which makes them effective as leaders 
and teachers in the Intermediate church school. 
Those who are willing to place their training and 
experience at the disposal of the church school 
should be carefully cultivated and encouraged to 
take special training in the technique and materials 
of religious education.* 

The most permanent and significant source of 
leadership supply, however, is to be found in the 

4In rural communities it has been found that educators furnish as many volun- 


teer leaders as all other professions combined. See Douglass, H. Paul, How Shall 
Country Youth Be Served? p. 96, George H. Doran Company, 1926. 


IN THE CHURCH SCHOOL nhc: 


group of later adolescent young people in the local 
church. It is the recruiting ground all too fre- 
quently neglected. The early enlistment of large 
numbers of these young people and their thorough 
training for service represent the church’s most 
effective method of providing adequate leadership. 
These young people are at an age when they are 
forming attitudes toward definite service in the 
Kingdom, when the desire to have a part in worth- 
while enterprises is strong, and when the possi- 
bility of responding to the demands of training is 
greatest. The organization of a number of classes 
in this department for training is occurring in those 
churches which are planning most successfully for 
their future leadership. 

The program of training.—There is no short-cut 
to the realization of an adequate group of leaders 
for the Intermediate Department. A definitely 
outlined and vigorously promoted program of 
training is needed. Some leaders may possess that 
attractiveness of personality and native ability 
which enable them without formal training to hold 
a group of early adolescents together. Such are 
the exception rather than the rule. The majority 
will require both general and technical training in 
order to realize the objectives of the program. One 
of the most encouraging signs of the times is the 
earnestness and seriousness with which the leader- 
ship problem is being studied by the churches. 
Denominations, singly and cooperatively, are pro- 
moting nation-wide programs whereby thousands of 
teachers and prospective workers in the church 
school are receiving preparation for service. Efforts 
are being put forth to provide a universal oppor- 


314 INTERMEDIATE METHOD 


tunity for all teachers to receive some kind of 
preparation. 

A variety of means of providing training are 
being employed. Some of these represent mere 
beginnings but are nevertheless of importance. 
Because of the increase in their number and their 
practical nature, books are assuming importance in 
the training of leaders. The spread of information 
regarding vital problems and helpful methods in 
religious education through books that are suitable 
for reading courses and training schools, is greatly 
on the increase. In one small county over two 
thousand dollars’ worth of religious education texts 
were placed in the hands of workers in local churches 
during a three-year period. It is difficult to esti- 
mate the influence of such wide reading. Practically 
all State councils of religious education are sending 
out reading lists, and are even providing libraries 
from which any worker in the State may borrow 
books dealing with problems in which he is inter- 
ested. Denominational headquarters are engaged 
in the same practice. 

Conferences and conventions are reaching thou- 
sands with messages of inspiration and helpfulness. 
Countless numbers of workers can testify to the 
fact that. they received a vision of the importance 
and possibilities of religious education at some 
one- or two-day convention. ‘To many, the con- 
tacts formed and the conferences enjoyed have been 
but the beginning of a definite program of training. 
These conventions usually combine inspiration and 
some study of materials and methods. 

The reading of books and occasional attendance 
upon conventions must not in any sense be con- 


IN THE CHURCH SCHOOL 315 


fused with the idea of definite and prolonged train- 
ing for the task of religious education. Both are 
splendid supplements to the more serious study, 
but fall far short of providing the kind of leader- 
ship training needed. In fact, with the emphasis 
now being placed upon regular class work covering 
a definite number of hours of high-grade instruc- 
tion, many leaders are feeling that there is no 
longer a place for the exclusively ‘“‘inspirational’’ 
type of meeting. They believe that the time and 
effort usually devoted to the planning of such 
meetings might result in a leadership school or 
training class where both inspiration and instruction 
are possible. 

The Standard Training Course.—One of the 
outstanding achievements of very recent years in 
this field has been the development of a standard 
course of training which is being followed with but 
little deviation by practically all denominations 
seriously endeavoring to promote leadership train- 
ing. This course is known as the Standard Train- 
ing Course.° For graduation from this course a 
student must have completed in some fully accred- 
ited school, one hundred and twenty hours of class 
work. The course attempts to provide each student 
with an elementary understanding of the prin- 
ciples and methods of organizing the church for 
its task of religious education. At the same time 
it requires that the student choose some division 
of the general work for specialized training. 

The leader preparing for work with Intermediates 

5 The Committee on Education of the International Council of Religious Educa- 
tion took action at the annual meeting, December, 1925, changing the name of 


this course to the Normal School Course. This action was approved by the 
Executive Committee at its meeting, April 13, 1926. 


316 INTERMEDIATE METHOD 


will be expected to complete six required general 
units. These are the following: A Study of the 
Pupil; The Principles of Teaching; The Old Testa- 
meni; The New Testament; The Message and Pro- 
gram of the Christian Religion; The Teaching Work 
of the Church. In addition, the student will be 
expected to select two other general courses from 
among a number that are listed. Intermediate 
leaders would undoubtedly be interested in such 
general elective courses as, The Life of Christ, 
Church History, Training in Worship and the Devo- 
tional Life, Dramaization and Pageaniry, and 
Social and Recreational Leadership. 

The Standard Course requires that the Inter- 
mediate leader take the following specialization 
courses: A Study of Early Adolescence; Inter- 
mediate Materials and Methods; and Intermediate 
Department Administration. In addition the Inter- 
mediate worker is required to elect and study one 
other specialization course chosen from among the 
following elective units: Intermediate Worship; 
Supervision of Adolescent Religious Education; Agen- 
cies for the Religious Education of Adolescents; 
Social and Recreational Leadership; Dramatization 
and Pageaniry; and Materials and Methods of Voca- 
tional Guidance. 

Experience has demonstrated the fact that in 
many churches and communities it is impossible 
for the Intermediate worker to secure the highly 
specialized courses. Provision is made in the 
Standard Course whereby the study of the Inter- 
mediate work may be combined where necessary 
with Senior specialization. This is designated 
“broad specialization” and is so indicated on the 


IN THE CHURCH SCHOOL 317 


credit unit given out and on the diploma granted 
at the conclusion of the one hundred and twenty 
hours of work. Students should strive whenever 
possible, however, to take courses on the basis of 
close specialization. 

Standard Training Courses may be offered in a 
number of ways. When there is adequate leader- 
ship and sufficient interest, it is possible for a 
standard training class to be organized in the local 
church. That would seem to be a very natural 
place in which to promote such training. All 
instructors for accredited courses, however, must 
be approved by either a denominational leadership 
board or by the department of leadership training 
of the International Council of Religious Educa- 
tion. It is not an easy matter to discover those in 
a local church who meet the requirements for such 
teaching. Again, the difficulty of providing spe- 
cialization courses is obvious. Trained leaders and 
a sufficient number of students to justify certain 
classes are two factors that reduce the possibilities 
of extending training in many local churches. 
These considerations, however, should not deter 
leaders from promoting vigorously such courses as 
can be offered in the local church. 

The <interchurch or community training school 
offers unusual possibilities for an Intermediate 
worker, during a two- or three-year period, to 
pursue the full range of courses required by the 
standard course. This kind of school is becoming 
increasingly successful and popular. It means that 
in a given community, small or large, a few or all 
of the churches may unite to afford all the workers 
of the community an opportunity to receive the 


318 INTERMEDIATE METHOD 


most complete training their combined resources 
and leadership can provide. It is possible in this 
manner to make available to the Intermediate 
workers of all the churches the highly specialized 
courses. 

Summer schools are also increasing in number 
and importance as agencies of leadership training. 
In addition to the outstanding summer schools held 
under the direct supervision of the International 
Council of Religious Education, State councils and 
the various denominations are greatly extending 
the number and improving the quality of their 
summer schools. These schools combine two weeks 
of inspiration and rest with the very best of train- 
ing facilities. The work is intensive, the fellowship 
is exceptionally pleasing, and the recreation en- 
gaged in is wholesome. These schools are destined 
to be increasingly important factors in the training 
of Intermediate leaders. 

Professional training.—While the majority of 
leaders for the Intermediate age will continue to 
be volunteers, yet the need of a large number of 
professionally trained, full-time workers in the 
field of Intermediate work is becoming increasingly 
apparent. Some phases of the work can be cared 
for best only by professionally trained workers. 
The field is new. Much creative work is yet to be 
done in providing programs, organizations, and 
suitable activities and materials. The development 
and administration of a church-centered program 
will require leadership at least as carefully selected 
and well trained as that of many of the organiza- 
tions operating in the field of leisure time activities. 

It is highly probable that in an increasing number 


IN THE CHURCH SCHOOL 310 


of churches full-time, professionally trained leaders 
will be placed in charge of the Intermediate church- 
school program as supervisors. These trained 
supervisors will be able to conserve the time and 
talents of the great army of volunteer workers. 
Their training and experience should enable them 
to place and use the volunteer leaders to far greater 
advantage than would otherwise be possible. 

_ Departments of religious education in colleges and 
universities are increasing the number of courses 
and improving the facilities whereby men and 
women may secure training for full-time profes- 
sional service. The challenge to do creative work, 
the pressing needs of the situation, and the joys 
of fellowship with Christ in winning and holding 
the heart of youth, will cause many young men and 
women to enter full-time Christian service with 
the early adolescent age as their particular concern. 


For further study: 


1. Discuss the relative importance of leaders in 
comparison with organizations and pro- 
grams. 

2. Make an extended list of the types of leader- 
ship required for a comprehensive program 
of religious education for Intermediates. 

3. Make a more complete outline of personality 
qualities than that given in the chapter, 
listing them in the order of their importance. 

4. Make your own list of the character traits 
which Intermediates seek in their leaders. 

5. Why is it necessary for a leader of youth to be 
a confessed follower of Christ and an enthusi- 
astic member of a church? 


320 INTERMEDIATE METHOD 


6. Contrast the values of a convention with those 
of a standard training school in the train- 
ing of a leader. | 


For further reading: 


Betts, George Herbert, and Hawthorne, Marion, 
Method in Teaching Religion. 
Educational Bulletin No. 3, Revised, 1926, Part I, 
International Council of Religious Education, 
5 South Wabash Avenue, Chicago. 
Tralle, Henry Edward, Psychology of Leadership. 
Denominational Educational Boards provide sug- 
gestive literature on the problems and methods of 
leadership training. 





INDEX 


ADOLESCENCE, divisions of, 39; 
nature of, 37. 

Aim, Chapter IV; nature of, 
84; of religious education, 
83; of secondary education, 
87. 

ATHLETICS, dangers of, 46; 
forms of, 192; interchurch, 
193. 

ATTITUDES, toward others, 107, 
212; toward self, 96. 

AVOCATION, 103, 180. 

Bones, growth of, 42. 

Boy Scouts, and church pro- 
gram, 202, 204. 

Camp Fire Girts, program of, 
198, 202, 260. 

CAMPING, appeal of, 
craft, 193. 

CANADIAN GIRLS IN TRAINING, 
198, 260, 204. 

CHARACTER DEVELOPMENT, €S- 
sentials of, 89; through 
recreation, 183. 

CHrIsT, appeal of, 21, 303; 
-centered program, 32; the 
center of personality, 74. 

CHRISTIAN CITIZENSHIP TRAIN- 
ING ProGRAM, 198, 202, 260. 

CuHurcu, challenge to, 21; 
-centered program, 33, 203; 
membership, 107; responsi- 
bility of, 74! 

Civic RESPONSIBILITY, 106. 

Ciass, Chapter XI; business, 


193 ; 


321 


272; committees, 261; devo- 
tions, 171, 207; group, 201; 


membership, 257; officers, 
261; program, 201, 263; rela- 
tions, 260; session, 273; 


Sunday session, 271; organ- 
ization, 260. 

Community, influences, 185; 
service projects, 218; social 
standards, 186. 

ComMPANIONS, adult, 303; val- 
ues of, 306. 

CooPeRATION, learning the 
meaning of, 61; within the 
department, 198, 295; within 
the church, 281; with outside 
agencies, 198. 

CouncIL, duties of, 290; mem- 
bership of, 290; organization 
of, 290; relationships of, 205. 

Courses, lists of, 127; pupil- 
centered, 132; relation to 
curriculum, I19. 

CRAFTS, I95. 

CurrIicuLuM, Chapter V; and 
programs, 121; experience- 
centered, 114, 117; nature 
and scope of, 118; new con- 
ceptions of, I12, 114, 119. 

DEPARTMENT, Chapter XII; 
membership of, 281, 289; 
officers, 283, 291; organiza- 
tion of, 275, 279, 285; pro- 
gram, 200. 

Devotrona Lire, of class, 171, 


322 INDEX 


267; in the department, 171; 
personal, 110, 267. 

DeEvoTIONAL SOCIETIES, place 
of, 175; relationships of, 
176. 

DRAMATIZATION, 154, 1006. 

Earty ADOLESCENCE, Chapters 
II and III; challenge of, 290; 
nature of, 40; problem of, 
31; program for, 31. 

EpucaTIion, character, 89; new 
developments in, 88. 

EouirMentT, of department, 
275, 179; of classroom, 155. 

EvANGELISM, Chapter X; and 
religious education, 230; and 
the’ class, 246; and the 
pastor, 250; and the teacher, 
247; methods of, 244; objec- 
tives of, 233. 

Famity, ideals of, 105; rela- 
tionships, 104; social life, 
100. 

Fine ARTS, 107. 

Four-FOLD LIFE, value of, QI. 

GAMES, IOI. 

Ganc, religious use of, 61; 
spirit of, 60. 

Girt ReEseRvES, program of, 
198; relationships of, 198, 
202, 260. 

GravED Lessons, limitations 
of, 130; outline of, 1209. 

Groups, social, 201, 257; typi- 
Cel eS 7; 

Hasits, importance of, 162; 
physical, 45. 

Hymns, 165. 

IDEALS, of living, 27; need of, 
71. 


IMAGINATION, active, 52; dan- 
gers of, 53. 

INSTRUCTION, courses of, 127; 
materials of, 126; program 
of, 123; week-day religious, 
124. 

INTERCHURCH ATHLETICS, 1092. 

INTERCHURCH SocriAL STAND- 


ARDS, 185. 
Junior HicH ScHooLt, com- 
parisons with, 31; move- 


ment, 30; objectives of, 87. 

Leavers, Chapter XIII; need 
of, 301; sources of, 311; 
training of, 313; types of, 
304. 

LEADERSHIP, abilities, 305; dis- 
covery of, 3II; recruiting, 
ATT! 

Lesson PERIOD, 273. 

Lessons, graded, 129; group- 
graded, 128; texts, 131; uni- 
form, 128, 

Lire, abundant, 93; appeal to 
the whole of, 33; -centered 
curriculum, I14, 117. 

MEMBERSHIP, in the church, 
107, 102; in the class, 257; in 
the department, 281, 280. 

MENTAL pasty Chapter 


II; aspects of, 49; limita- 
tions of, 54. 
MetHops, Chapter VI; of 


evangelism, 244; of teaching, 
122, 134; of training in serv- 
ice, 213. 

Missionary EpucATION, a 
part of the program, 107; 
and world service, 212. 

Morat Controt, 68. 


INDEX 


Mora SENSITIVENESS, 67. 
Musc ies, growth of, 42. 
Music, 165. 


NaTurRE, 189, 194. 

Osjectives, of evangelism, 
233; Intermediate church 
school, 93; of International 
Council, 92; of Junior high 
school, 88; of training in 
service, 210; particularized, 
93, 96. 

ORGANIZATION, Class, 260; de- 
partment, 245, 270, 285; over- 
lapping of, 277; unification 
ot, 277; 


PAsToR AND EVANGELISM, 250. 


Personality, of Christ, 21, 
303; integration of, 66, 235. 

PuysicAL DEVELOPMENT, fna- 
ture of, 41; dangers of, 45; 
causes of, 42; limitations of, 
46; rate of, 43. 

Pray, interests, 190; values of, 
190. 

Prayer, training in, 267. 

PREADOLESCENT RELIGION, 64. 

ProcRAM, and curriculum, 121; 
church-centered, 33, 203; of 
class, 263; of department, 
293; of recreation, 191; of 
service, 213; of worship, 170. 

Project MetHop, 136. 

Pup, initiative, 261, 272; 
leadership, 179, 271, 283; offi- 
cers, 261; participation, 179. 


READING, craze, 188, 195; 
dangers of, 195; lists of, 
149. 


Reason, developing, 53. 
Recreation, and church, 183; 


323 


character values in, 183; in- 
terests, 186; leaders of, 185; 
programs of, 191; types of, 
Ol. 

ReELicious DEVELOPMENT, Chap- 


ter * IIT; | aspects: (0,73 
nature of, 63; measurement 
Ob 92: 
Reticious Epucation, and 
evangelism, 230. 
RESEARCH METHop, I50. 
SELF-AWARENESS, 50, 59. 
SERvIcE, Chapter IX; com- 


munity, 218; local church, 
216; principles of supervision 
of, 224; program of, 210, 
213; training in, 208; world, 
220. 

SEX-DEVELOPMENT, 42, 60. 

SoctaL Contacts, defective, 
62; developing, 58. 

SoctAL DEVELOPMENT, 57. 

SocrAt Lire, standards of, 186. 

SPECIAL FEaTuRES, in worship, 
169. 

STANDARD ‘TRAINING COURSE, 
316. 

STEWARDSHIP, training in, 108, 
222: 

Story MATERIAL, 149. 

Story MetHop, 145. 

SUPERVISION, adult, 284; of 
recreation, 199; of service, 
224; of worship, 179. 

TEACHER, as a friend, 285; and 
evangelism, 247; and class 
session, 246; essential quali- 
ties of, 305; training of, 313. 

TEACHER TRAINING, agencies 
for, 313; courses of, 315; 
types of, 313. 


324 


TopicaL MetHop, 150. 

Trait Rancers, 108. 

UniricaTIon, of leaders, 296; 
of organizations, 295; of 
programs, 295. 

Unirorm Lessons, 128. 

VocaTIon, selection of, 
training for, 102. 

Weexk-Day MEETINGS, 264. 

WeeEK-Day Retricious INstruc- 
TION, 124. 


102; 


INDEX 


Wortp SERVICE, 107. 

WorsHip, Chapter VII; church, 
176; materials of, 164; na- 
ture of, 158; need of, 160; 
principles governing, 179; 
program of, 170, 172. 

Y. M. C. A., 24, 208,260. 

Y. W. C. A., 24, 198, 260. 

YoutH, challenge of, 21; -cen- 
tered program, 32; condi- 
tions surrounding, 22. 


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